Diploma in Food Technology

Purpose

The purpose of the Diploma in Food Technology is to develop graduates who can demonstrate competency in undertaking technical tasks and solving well defined and frequently encountered problems in Food Technology using well established methods, procedures and techniques. The programmes therefore focus centrally on equipping students with an in-depth and specialised knowledge of the general basic principles and practical skills and workplace exposure applicable to the Food Technology industry.

The focus is on developing graduates with broad knowledge and skills within the Food Technology and related industries. To ensure that graduates have gained relevant practical experience within a Food Technology or related manufacturing environment to further develop their skills. This will include application of knowledge and skills to all aspects of the Food Technology and related industries. In addition, there is a focus on quality control/assurance, food processing and preservation, food safety and implementation and compliance with statutory requirements for ethics, safety and quality assurance.

Rationale

There have been significant changes in the past two decades and these necessitated re-evaluations of our Diploma offerings. The formation of the comprehensive institution, the University of Johannesburg, through the merger process was a major event that presented not only opportunities, but also challenges especially for vocational programmes. The proposed offering is a response to these new challenges and opportunities emerging from the creation of the new institution as well as the evolving requirements in the Food Technology profession.

The Diploma in Food Technology, developed in consultation with Industry via an Advisory Committee as well as Work Integrated Learning feedback from Industry, is primarily designed to develop Food Technology industry practitioners who can integrate and apply scientific technical/vocational principles and techniques. The formal tuition, practical hands-on laboratory skills with up-to-date equipment as well as direct exposure to the workplace ensures that graduates of this program will have broad knowledge and skills of Food Technology Science and Technology. The emphasis of the program will be to ensure that the graduates are not only academically prepared for a career in the Food Technology and related industries but that they also have the necessary skills to perform the required tasks as is required by the Industry.

Typical students in the Food Technology field are individuals that are emotionally stable and well balanced. They need to have steady hands and the ability to focus on detail and perform laboratory protocols with accuracy and precision. The professional activities that the graduates will need to perform with integrity include quantitative and qualitative laboratory analysis in the Food Technology field which includes Biochemical, Microbiological and Bioprocessing Industries such as Breweries, Pharmaceutical Industries, Research and Consultation as well as Water Remediation concerns to mention only a few. It also includes large scale production processes and Best Practice in operations and laboratories. These Industries are typically very successful and contributes significantly to the economy of the country.

The qualification includes three years of academic training and one year of Work Integrated Learning This results in graduates that are prepared to be profitably employed in related Industries and research environments right from the outset, and will be able to effectively access a number of careers and employment in the Food Technology field from the onset which is an explicit Industrial need.

Graduates from this programme will comply with the specific needs of the Industry. As a consequence, they will be academically prepared and will be skilled enough to be profitably employed right from the start. This makes the graduates well sought after by a wide variety of related Industries. Should the graduate prefer to continue in an academic career, the qualification serves as a start to a career path that leads right up to Doctoral level. The graduates of this programme will have broad knowledge and skills of food Technology Science and Technology. The emphasis of the programme will be to ensure that the graduates are prepared for a career in the Food Technology and related industries. Successful employment in one of these Industries is not only significantly beneficial to the individual, but also helps to contribute to the economy of the country.

Recognition of Prior Learning (RPL)

• The Faculty of Science accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty of Science will endeavour to assess prior learning and award credit where relevant.

The Faculty of Science manages RPL according to the University of Johannesburg's RPL policy, which will be applied as follows for purposes of this programme as set out in the Faculty of Science policy:

• Through RPL a student may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the University of Johannesburg.
• Recognition takes place in terms of requirements and procedures applied by the Faculty of Science.
• RPL in the case of a student not complying with the formal entry requirements:

> Is conducted after payment of the prescribed fees in accordance with the policy and guidelines of the University.

> Is based on other forms of formal, informal and non-formal learning and experience.

> Is considered only where prior learning corresponds to the required NQF-Level.

> Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the programme.

> Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Sciences and is finally decided upon by the Faculty of Science Dean's Committee.

• A Diploma or Degree that does not satisfy the formal entrance requirements for a Diploma in Food Technology programme, but the holder of a such a qualification, may apply for admission to the Diploma in Food Technology through RPL, which application may be granted subject to such conditions as may be considered to be appropriate.

Entry Requirement

• Diploma Food Technology (4 years).

Year 1 Semester 1

• Physics Theory PHY1ADT, at Level, 5 Credits.
• Physics Practical PHY1ADP, at Level 5, 8 Credits.
• Calculations and statistics STA1ABF, at Level 5, 10 Credits.
• Chemistry 1 Theory CET1AT1, at Level 6, 18 Credits.
• Chemistry 1 Practical CET1AP1.
• Microbiology 1 MCB1AM1, at Level 6, 18 Credits.

Semester Total Credits: 59.

Year 1 Semester 2

• Microbiology 2 MCB1BM2, at Levels 6, 16 Credits.
• Biochemistry 2 BIC21B1, at Levels 6, 16 Credits.
• Analytical Chemistry 2 Theory CET1BT2, at Levels 6, 16 Credits.
• Analytical Chemistry 2 Practical CET1BP2.
• Food Technology 1 FTN1BF1, at Level 6, 15 Credits.

Semester Total Credits: 63.

Year 2 Semester 1

• Food Process Engineering 1 FTN2AE1, at Level 6, 22 Credits.
• Food Biochemistry 3 FTN2ABC, at Level 6, 22 Credits.
• Food Technology 2 FTN2AF2, at Level 6, 22 Credits.
• Food Quality Assurance FTN2AQA, at Level 6, 22 Credits.

Semester Total Credits: 88.

Year 2 Semester 2

• Food Technology Practical Training FTN3APT, at Levels 6, 60 Credits.
• Semester Total Credits: 60.

Year 3 Semester 1

• Food Technology Practical Training FTN3BPT, at Level 6, 60 Credits.

Semester Total Credits:60.

Year 3 Semester 2

• Food Microbiology 3 FTN3BFM, at Levels 6, 15 Credits.
• Food Technology 3 FTN3BF3, at Levels 6, 25 Credits.
• Food Production 3 FTN3BFP, at Level 6, 25 Credits.
• Food Process Engineering FTN3BE2, at Level 6, 25 Credits.

Semester Total Credits: 90.

1. Identify, evaluate and solve both routine and unfamiliar problems using correct procedures/methods/techniques.
2. Work effectively with others in a team.
3. Manage well-defined and new learning activities within a structured learning environment.
4. Analyse, synthesise and evaluate information, theories and ideas associated with Food Technology.
5. Demonstrate an understanding of the scope and main areas of Food Technology and how the respective discipline/field relates to other areas or systems.
6. Monitor their own performance and assess it against given criteria.
7. Present and communicate information effectively and meaningfully using scientific and academic/professional discourse conventions and formats.
8. Show responsibility towards the environment and health of others by using science and technology in accordance with recognised professional and/or ethical codes or practices.

Associated Assessment Criteria for Exit Level Outcomes 1

• The students can demonstrate they can use correct methods and techniques to identify, evaluate and solve.

Associated Assessment Criteria for Exit Level Outcomes 2

• The student can prove that he/she can work effectively in a team with other students.

Associated Assessment Criteria for Exit Level Outcomes 3

• The students can illustrate that they can manage well-defined as well as new learning activities within the structured learning environment.

Associated Assessment Criteria for Exit Level Outcomes 4

• The student can the ability to analyse, synthesize and evaluate information, theories and ideas associated with Food Technology.

Associated Assessment Criteria for Exit Level Outcomes 5

• The student can demonstrate an appreciation of the scope and main areas of Food Technology and how the respective discipline/field relates to other areas or systems.

Associated Assessment Criteria for Exit Level Outcomes 6

• The student can prove that he/she is able to monitor his/her own performance and perform an assessment thereof against given criteria.

Associated Assessment Criteria for Exit Level Outcomes 7

• The student can present and communicate information meaningfully and effectively using scientific and academic/professional discourse conventions and formats.

Associated Assessment Criteria for Exit Level Outcomes 8

• Show responsibility towards the environment and health of others by using science and technology in accordance with recognised professional and/or ethical codes or practices.

Integrated Assessment

• Assessment of the qualification's program's learning outcomes forms an integral part of the teaching and learning process. The assessment of all modules is in line with the university's teaching and learning policy, including the assessment guidelines. Each module of this programme will include at least two (2) formative assessments, practical assessments, assignments as well as summative assessment opportunities.
• A final summative evaluation for each module will be conducted at the end of the semester. These assessments will be moderated by an external expert and the quality and appropriateness of assessments continually verified in line with existing policies.

Formative and Summative Assessment

• Lectured components will be assessed in accordance with the university assessment policy. Assessment will consist of formative and final assessment opportunities. The format varies between exam type and essay type assessments. An example of a formative assessment is a class test and students will receive feedback by means of a memorandum and discussion. A summative assessment is typically an exam where students do not receive feedback other than the result.
• Internal and external moderation/examination.
• External moderators are appointed to ensure the quality of the proposed study.
• The University of Johannesburg requires that moderators should be experienced and/or trained with knowledge of the learning field.
• External moderators are expected to provide a report on the examination process. External moderators are required for all Exit-Level Modules.

Assessment criteria: Work Integrated Learning (WIL)

• Two practical reports (one very six months) with supervisor reflection and mark for each student need to be completed and sent to WIL coordinator. A final written report from each student needs to be handed in for marking and capturing of marks at the end of the WIL period.
• In addition, oral interviews need to be conducted with each student to observe progress in the workplace.
• This aligns with the programme and module outcomes.