Diploma in Food Technology

Purpose

The qualification is an entry level, vocational learning program on Level 6 of the National Qualifications Framework (NQF). The purpose of the program is to prepare learners to practice as entry level Food Technologists. In addition, it addresses the needs of the food industry in terms of the production of safe and nutritious food products in line with regulatory and consumer requirements. Furthermore, the program will provide the student with skills such as information acquisition, organisational, inter and intrapersonal communication skills, and the ability to become a life-long learner. The Food Technologist will function as a member of a multi-disciplinary team of various levels of employment within the food industry. The qualification articulates vertical with the Advanced Diploma in Food Technology. Scope of Practice Food production and product development, food nutrition and analysis, food microbiology, quality assurance and management. To prepare learners to practice as entry level Food Technologists. In addition, it addresses the needs of the food industry in terms of the production of safe and nutritious food products in line with regulatory and consumer requirements. Furthermore, the program will provide the student with skills such as information acquisition, organisational, inter and intrapersonal l communication skills, and the ability to become a life-long learner. The Food Technologist will function as a member of a multi-disciplinary team of various levels of employment within the food industry. Food production and product development, food nutrition and analysis, food microbiology, quality assurance and management.

Rationale

This qualification will provide students with the necessary skills to function as Food Technologists within the food industry and other related industries within South Africa and globally. Food companies require trained food technologists to ensure they are able to produce safe food of the necessary quality, which is acceptable for consumers. It aims to educate individuals to Apply theoretical and practical knowledge and skills in the field of Food technology and associated service-oriented organisations by reinforcing and developing the knowledge of the student. This knowledge equips the student for a future role in senior technical management as well as encouraging entrepreneurial development in the field of Food Technology and relate industries. Candidates can apply to the South African Council for Natural Scientific Professions (SACNASP) as certificated natural scientists and may apply to be registered as a professional natural scientist.

Recognition of Prior Learning (RPL)

• As per institutional policy, credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate National Qualifications Framework (NQF) Level 4.

This qualification consists of the compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules1 Level 5, 132 Credits

• Communication for Academic Purposes, 10 Credits.
• Information Literacy I, 2 Credits.
• Chemistry I, 24 Credits.
• Microbiology I, 24 Credits.
• Life Skills I,2 Credits.
• General Mathematics I, 24 Credits.
• General Physics I, 24 Credits.
• Food Technology Preservation I,12 Credits.
• Computer Literacy, 10 Credits.

Compulsory Modules1 Level 6, 228 Credits

• Bioanalytical Chemistry II, 12 Credits.
• Biochemistry II, 12 Credits.
• Food Product Development I, 24 Credits.
• Molecular Biology II, 15 Credits.
• Food Chemistry II, 12 Credits.
• Microbial Taxonomy II, 15 Credits.
• Food Technology Commodities II, 24 Credits.
• WIL in Food Technology I, 60 Credits.
• Food Microbiology III, 15 Credits.
• Food Quality Assurance I, 15 Credits.
• Food Industry Management I, 12 Credits.
• Food Process Engineering I, 12 Credits.

1. Function effectively in an appropriate food technology environment by demonstrating detailed knowledge in food production, food product development, quality control and assurance, food microbiology and analysis.
2. Select and apply appropriate methods and techniques to monitor and evaluate materials, food commodities and processed foods, in accordance with statutory requirements by applying the key terms, concepts, facts, principles, rules and theories in the various fields of food technology ensuring the production of foods of acceptable nutritional value.
3. To develop and process cost effective foods using appropriate technologies, ingredients and processes in accordance with food legislation and consumer needs.
4. Work effectively in a multidisciplinary team demonstrating the ability to 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, under supervision.
5. Communicate effectively with supervisors and colleagues, by applying organisational, inter- and intrapersonal communication skills, and taking responsibility for his or her decisions and actions, as well as assist in the management of resources in the food or related industries including environment, health and safety aspects.
6. Evaluate, select and apply appropriate methods, procedures or techniques to operate and monitor unit processes according to basic engineering principles and appropriate safety procedures in food manufacturing and associated industries.
7. Apply and communicate basic management skills, and demonstrate an understanding of basic ethical behaviour and code of conduct within an organisational or professional context.

• Operating equipment pertaining to unit processes in accordance with operating procedures.
• Monitor equipment pertaining to unit processes.
• Advise line operators on the safe use of equipment.
• Ensure that processes operate reproducibly and function within acceptable ranges.
• Appropriate equipment for basic operations are identified.
• Operating constraints are identified and correct reporting procedures are followed.
• Equipment for basic operations are set up and used correctly.
• Engineering/operating principles and processes are applied.
• Appropriate operating parameters are identified.
• Processing conditions are monitored and recorded.
• Processing conditions are optimised.
• Equipment is operated according to engineering principles.
• Operating and maintenance procedures for equipment are compiled.
• Laboratory and plant safety procedures are applied.
• Production data is analysed.
• Production data is recorded and appropriate action taken.
• The quality and appropriateness of samples are assessed relative to the test requested in accordance with prescribed criteria.
• Routine and specified specialised media, stains, solutions reagents and buffers are prepared according to Standard Operating Procedures (SOPs).
• Representative samples are analysed using appropriate SOPs and Quality Control procedures.
• Principles, methods and application of different SOPs are correctly described.
• Accurate data capturing and retrieval skills are demonstrated electronically and manually.
• Results are recorded and compared with established reference ranges and/or appropriate control specimens laboratory results are evaluated through correlation of data in the context of the principles, techniques and instruments used.
• Laboratory analysis on foods to calculate the energy and nutritional values are carried out according to standard procedures.
• Chemical composition of foods that determine its nutritional value are identified.
• The rheological properties of food are identified and analysed according to standard procedures.
• Preservation techniques are applied.
• Food spoilage of different food types are identified.
• Using case studies, food poisoning hazards and outbreaks are identified.
• Sensory evaluation procedures are identified and differentiated.
• A sensory evaluation questionnaire is designed.
• The data from sensory evaluation questionnaires is interpreted.
• Analytical data is collated, summarised and reported.
• Evaluate nutritional, rheological, and safety characteristics of food and report.
• Principles of Quality Assurance are explained in the context of the tests performed.
• Quality control results and Quality Assurance data are evaluated.
• SOPs are assessed, reviewed and updated where necessary.
• Instruments are monitored for efficient functioning and appropriate action is taken where necessary.
• Demonstrate an understanding of the Hazard Analysis Critical Control Point (HACCP) system and all components in different food manufacturing environments.
• Dangerous organisms are listed and described.
• Growth controlling conditions are identified for pathogenic organisms.
• Beneficial organisms are listed.
• Manufacturing processes utilising beneficiating organisms are described.
• Demonstrate an understanding of quality management systems in different food manufacturing environments.
• Process flow charts are drawn.
• Labels for foodstuffs with lists of ingredients, nutritional values, and other information according to current legislation is designed.
• Foods are produced according to Good Manufacturing Practice (GMP).
• Questions to evaluate consumer needs are compiled.
• Market survey is organised to gauge consumer needs.
• Sensory evaluation is conducted using taste panels.
• Food processing techniques are investigated.
• The application/adaptation of existing equipment to alternative applications/ food processes is adopted.
• A project report and samples of the project are displayed and presented.
• Elements of a business plan are drawn up.

Integrated Assessment

Integrated Assessment will be achieved by a variety of strategies. These include written examinations, group and individual projects and assignments, practical examinations and a research report. Some of the criteria may be accessed through observation of the learners during their classes. Integrated Assessment will be both formative and summative: Formative Assessment will take place during seminar presentations, discussions and project sessions. Summative components of assessment include assignments, research projects, and examinations and Work Integrated Learning (WIL). In the research report, the student will define the research question, identify appropriate research methodologies, undertake a literature review, Analyse the literature, collect and analyse data, and finally compile a report.