Higher Certificate in Culinary Skills

Purpose

The purpose of the Higher Certificate in Culinary Skills is to prepare learners to enter a career in professional cookery with a specific interest in culinary studies. The qualification outcomes were drafted in accordance with the consultation of industry partners in the hospitality industry in support of qualifying learner employability.

Qualifying learners will be equipped with foundational knowledge and practical skills to enable them to be taken up in the industry as entry-level employees in a professional kitchen, from where they may learn and grow to advance in a career in culinary arts over time, or they may enter into further studies related to this field.

Learners will learn about nutrition and menu planning; cooking methods and techniques; cooking skills and food styling; baking and pastry skills; wine and beverages; and food service management and administration. A considerable amount of practical work is included in the qualification, to enable them to apply theory learned in a practical context and master the skills specified in the outcomes. A work-integrated learning (WIL) module has been included to ensure that learners have adequate exposure to real professional kitchen operations beyond the training kitchens on campus.

Upon completion of this qualification, qualifying learners will be able to

• Demonstrate informed understanding of and ability to apply appropriate food preparation and cooking methods and techniques for a variety of food types and recipes.
• Demonstrate the ability to plan, plate, style and present a variety of foods and dishes to diners in an attractive and appropriate manner.
• Demonstrate informed understanding of wines and beverages in terms of preparation and serving protocols in the food service industry.
• Demonstrate informed understanding of principles and processes relevant to professional food service management practices.

Rationale

The institution has been offering culinary qualifications for decades and has established itself as a leader in providing the Hospitality Industry with quality education within the field of Hospitality, including culinary qualification offerings. Most chefs employed in South Africa have received only on-the-job training; however, hospitality and food service businesses have indicated a need for entry-level employees with a level of skills and competence that will enable them to become productive much faster. In support of this need, this qualification will help meet the industry's needs by preparing learners who can be employed in entry-level positions and become fully productive in their roles with minimal additional initial training.

The qualification was developed to meet the standards of the global hospitality industry and aims to contribute to the growth, quality and competitiveness of the culinary sector. The qualification will provide an appropriate balance between academic rigour and practical skills. The qualification will expose learners to both academic and practical skills, with a strong focus on global standards. It incorporates culinary technology, industry health and safety requirements, food safety, and modern food styling techniques. This encourages learners to define, refine and enhance their creative and technological skills and abilities. This qualification is industry-focused and covers all components needed to be successful in the food service industry in combining theoretical and practical components to ensure that qualifying learners are highly competitive in the culinary industry in South Africa.

A report on salary surveys by salaryexplorer.com in 2023 found that chefs in South Africa with a formal qualification earn almost double the salary of chefs who have only received on-the-job training. Therefore, qualifying learners will also increase their income potential.

The typical prospective learner for this qualification may aspire to a career in culinary arts. Qualifying learners will be able to take up entry-level positions in a professional kitchen, and over time, advance in food and/or beverage service careers.

Typical occupations in which the qualifying learner will operate

• Commis Chef
• Demi Chef
• Kitchen Assistant
• Line cook
• Fry Chef
• Grill Chef
• Trainee chef
• Junior Chef
• Kitchen Porter
• Stock controller
• Food preparation
• Food Styling

Recognition of Prior Learning (RPL)

The Institution subscribes to the principles outlined in the CHE Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education. All prospective learners wishing to enrol on this qualification and who do not meet the minimum entry requirements will be able to apply to gain access through formal Recognition of Prior Learning (RPL) processes as specified in the Institution's RPL policy.

RPL for Access

• The institution grants access to higher education through the National Senior Certificate (NSC) or equivalent, with suitable exemption.
• RPL allows individuals who do not meet the standard minimum entry requirements to gain access to a qualification by recognising their informal or non-formal experience.
• Certification awarded for completing a qualification does not indicate access granted through an RPL.
• Only 10% of any cohort can be admitted through RPL.

Recognition of Prior Learning (RPL) acknowledges skills and knowledge gained outside the formal education system. Informal learning situations can vary in type, and the competency level required is evaluated against what is needed to meet the program or module standard. RPL does not result in the granting of credits for modules or courses, inclusive of Work Integrated Learning (WIL), that a learner may be exempt from. If such an exemption is granted for one or more qualifying module(s), the total credit points acquired will fall short of what is typically required to qualify. The academic transcript shall indicate 'RPL/EXE' against the module.

RPL for Exemption

• RPL grants a learner to be exempted from a module based on previously acquired competencies.
• Academic transcripts of those who received exemptions from modules/courses via the RPL process will indicate their achieved exemptions with no credit points assigned.

RPL for Awarding Credits

• No more than 50% of the modules may be transferred through the Credit Accumulation and Transfer Process (CAT). However, credits cannot be transferred to more than one qualification.
• Credits obtained from studies that do not lead to a full qualification (for example, non-degree studies) should count for credit accumulation.

Entry Requirements

• Senior Certificate, NQF Level 4, without endorsement.

Or

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Higher Certificate studies.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• Nutrition and Menu Planning, 8 Credits.
• Cooking Methods and Techniques, 12 Credits.
• Culinary Skills & Food styling,18 Credits.
• Baking and Pastry Skills, 8 Credits.
• Wine and Beverage Service, 6 Credits.
• Food Service Management, 8 Credits.
• WIL, 60 Credits.

1. Demonstrate informed understanding of and ability to apply appropriate food preparation and cooking methods and techniques for a variety of food types and recipes.
2. Demonstrate the ability to plan, plate, style and present a variety of foods and dishes to diners in an attractive and appropriate manner.
3. Demonstrate informed understanding of wines and beverages in terms of preparation and serving protocols in the food service industry.
4. Demonstrate informed understanding of principles and processes relevant to professional food service management practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Compare and relate the different methods to transfer heat to a selection of foods.
• Associate different cooking methods with various foods and dishes, and select the method/s most relevant for specific recipes or dishes.
• Describe the use of different temperatures in various cooking methods to achieve desired outcomes most effectively.
• Apply various cooking methods relevant to a variety of foods correctly, including baking, frying, boiling, roasting, grilling and steaming.
• Prepare and cook a range of breakfast dishes.
• Prepare and cook a selection of meat, fish and poultry in different ways, using appropriate methods in accordance with recipes.
• Correctly prepare and cook a variety of different perishable and dry foods to meet given criteria.
• Prepare and present a range of salads and dressings in accordance with given criteria.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and discuss general guidelines and rules regarding attractive food presentations in various formats, such as plated or buffet.
• Examine a detailed set of photographs of buffets, plated meals and food displays, and comment on the presentation of food in them, suggesting improvements where relevant.
• Plan for and present a selection of hot or cold foods attractively and appetisingly in a team.
• Arrange and present a variety of cold dishes and delicatessen products in an attractive and creative manner.
• Present a variety of hot dishes in a creative and attractive manner.
• Plan, prepare, flavour, cook, and present a variety of foods and dishes as part of a menu, in a creative and attractive way.

Associated Assessment Criteria for Exit Level Outcome 3

• Examine and discuss typical etiquette and protocols associated with serving different beverages in the food industry.
• Explain the basic legal principles relevant to the stocking and serving of alcoholic beverages.
• Examine and discuss the relationship between food and various beverages.
• Prepare and serve a selection of warm and hot beverages.
• Prepare and serve a selection of cold, non-alcoholic beverages.
• Prepare and serve a selection of alcoholic beverages, including cocktails.
• Relate fundamental principles of wine characteristics relevant to cultivar, regions and wine-making techniques.
• Examine and discuss the relationship between food and beverages, and how beverages can complement food.

Associated Assessment Criteria for Exit Level Outcome 4

• Discuss the role and scope of professional cooking as an integrated part of the hospitality and culinary industry.
• Draft and estimate menus based on guest preferences for an event.
• Adjust a recipe scale to serve a large and a smaller group.
• Identify processes and procedures relevant to food safety in terms of food preparation.
• Examine basic rules and regulations regarding health, sanitation and hygiene relevant to the food and beverage business.
• Identify and explain hygienic kitchen practices and principles in the context of health and food safety in professional kitchens.
• Explain the principles of food quality assurance in terms of storage methods and processes.
• Describe appropriate methods and conditions to store various food types to retain quality.

INTEGRATED ASSESSMENT

The institution assessment strategy tabled and ratified via the relevant structures i.e. Academic Review Meeting and the Academic Board, is based on the following fundamental assessment principles as espoused by the Council on Higher Education (CHE), in its CHE Articulation policy of 2023: Credibility, Relevance, Reliability, Fairness and Transparency.

The assessment strategy for all institutional and this qualification is underpinned by the institutional Assessment Strategy, irrespective of mode of provision. The institution transitioned from a traditional test-and-examination method of assessing learning to an active and project-based learning methodology. An approach that involves the use of a range of teaching methods together with pre-class, in-class and post-class activities to engage learners as active participants in their learning. This change is underpinned by the institution's learner-centric approach, ensuring that learners work on real-world projects aligned with the qualification's learning outcomes and objectives, and further promoting work readiness.

The institution's assessment structure for all qualifications and this qualification, irrespective of mode of provision, comprises the following:

• Curriculum Participatory Activities (CPAs).
• Main Evidence Points (MEPs).
• Work Integrated Learning (WIL).

CPAs are activities that allow for practising competency, where learners demonstrate their understanding before submitting specific milestones or Main Evidence Points (MEPs). The CPAs enable learners to engage with and gradually develop an understanding of the subject matter, allowing them to apply concepts and skills in practice. This is supported by purposeful feedback from the facilitator on the learners' performance and reflection for improvement.

The CPAs are designed to complement the learning journey in developing the Main Evidence Points. The Main Evidence Points are regarded as milestones in the learners' learning journey with respect to the attainment of learning outcomes in the module.

The MEPs assess knowledge, skills, application, and the development of transferable and reflective skills and can be via:

• Project-based assessments evaluate a learner's understanding and skills applied through the production of a final product.
• Problem-based assessments evaluate learners' understanding and skills applied to real-world scenarios and challenges. It affords the learner the opportunity to present solutions. These include case studies, debates, research projects, and work-integrated learning activities.

Work Integrated Learning (WIL)

WIL promotes the successful integration of learners into the workforce, enhancing their employability, fostering collaboration, and aligning theoretical and practical learning. It aims to promote the transfer of theoretical and practical skills and knowledge in the workplace. Learners submit Shift schedules, which outline the shifts worked whilst in a specific department and are evaluated against meeting the required hours worked. Manager evaluation, which involves a one-on-one evaluation between the learner and their supervisor. A self-reflection activity is also submitted by the learner. Refer to Work Integrated Policy.

The assessment structure and weighting for the modules for all qualifications, and this qualification can be seen below.

Assessment Weighting

• CPAs (x3) will count 10% towards the overall mark.
• Three (3) MEPs count 90% towards the overall mark.

Each module comprises three CPAs, with a cumulative weighting of 10% and three MEPs, each with a 30% weighting.

Both criterion-referenced assessment, which focuses on each learner's achievements in relation to specified criteria, and norm-based assessment, where the achievement of a particular learner is compared to the achievements of other learners in a cohort, is used to address the evaluation of learner learning outcomes, relating to professional and practical skills, critical thinking and cognitive ability, and relevant knowledge recall, independent of the mode of provision i.e. contact or distance.

Assessments are expected to be submitted by learners on the relevant due date. Assessments uploaded by learners after the due date will receive a cumulative 10% deduction up to three days after the submission due date. This will account for up to a maximum of 30%, after which a learner will receive a mark of 0 on the fourth day of no submission. Based on the institution's assessment strategy, Assessments are designed to support active learning and project-based assessment principles, facilitating lifelong learning practices.

Formative and summative assessment

The qualification incorporates continuous assessment, i.e., Assessment for Learning and Assessment as Learning, to help direct both teaching and learning, which promotes:

• Achievement of outcomes and learning objectives.
• Feedback to learners about their academic progress/success and/or efficiency of study methods.
• Identification of areas that need improvement.
• Monitor general effectiveness of teaching and learning.
• Improve teaching practice.
• Encourage self-reflection.