Postgraduate Diploma in Agriculture

Purpose

The purpose of the Postgraduate Diploma in Agriculture is to provide the agricultural and its associated value chain with such agricultural and extension practitioners who can develop and apply knowledge, competencies and appropriate extension and scientific communication skills in operating and supporting crop production units of varying complexity effectively as part of a production and/or advisory team. Qualifying learners will be able to define, conceptualise and develop basic solutions for problems of moderate complexity relating to crop production systems and production activity and outcomes.

The structuring focus and contents of this qualification are well suited to address a very important shortcoming expressed often about the ability of young scientists entering the sector. Regarding the ability of new incumbents to successfully enter the sector, observations at various levels have suggested that the main essential groupings of competencies that learners need to master are the following:

• Spatial and cognitive orientation within the engagement environment
• Assimilation of own knowledge with the existing and observed knowledge of the engagement environment
• Integration of knowledge, competencies and prioritization of engagement needs to develop and implement effective programmes of activity.

The qualification is designed to equip learners with the necessary knowledge and skills to

• Confidently and constructively engage in and deal with the challenges and dynamics associated with the agricultural value chain.
• Successfully and efficiently decide on and engage with agricultural policies, strategies and programmes aimed at leading and influencing the processes associated with the development and implementation of agricultural scientific knowledge, practices, and technologies necessary to overcome the challenges associated with the agricultural value chain.
• Successfully develop, implement, and evaluate strategies and programmes to address problems associated with the agricultural value chain.
• Communicate effectively and efficiently with stakeholders, partners, and other peers in different organisations and in different modes, in engaging with agricultural value chain problems.
• Demonstrate responsible and effective time-management and organization of projects and research, meeting personal objectives and negotiated deadlines.
• Interact with increasing self-confidence, as a member of a team or group in a variety of discussion, research, and problem-solving situations in the agricultural value chain.
• Exhibit advanced knowledge and understanding of a range of discipline-specific theories and comprehend and critically research, analyse and evaluate the dynamic interactions associated with the agricultural value chain.
• Manage data and information effectively, through the effective analysis, synthesis, presentation, and critical evaluation of information, using a variety of analytical methods and techniques.

Upon successful completion of the qualification, the learner can reasonably be expected to have acquired the skills and competence enabling the learner to:

• Identify, research, critically evaluate and define agricultural research problems, methods, and techniques to conduct comprehensive and theme-related information searches in different media and through various experimental procedures.
• Distinguish and successfully research and define strategies associated with assimilating information regarding specific themes and interpreting and presenting it in a scientifically acceptable and logical format to solve agricultural problems in relatively complex settings.
• Critically identify, develop, formulate, and present a scientifically acceptable and logical line of reasoning in line with predetermined thematic searches relating to agricultural problems.
• Critically research and prepare a written report in a scientifically acceptable literary style.
• Accurately reference information sources used in advanced thematic searches in a scientifically acceptable and consistent manner.

The qualification offers the learner a measure of specialisation in a specific agricultural technical discipline whilst further developing the learner's knowledge and competence in applying research principles and methodology in solving relatively complex agricultural problems. This will further empower the learner to:

• Provide leadership in an extension unit by designing, implementing, integrating, and managing agricultural extension projects and programmes.
• Contribute significantly to the improvement and sustainability of agricultural research, advisory and development services to communities and a variety of actors in the agricultural value chain.
• Participate and offer limited leadership in engaging in independent research initiatives.

The qualification offers the learner a measure of specialization in agricultural production and applied agricultural value chain management and introduces him/her to advanced research principles and methodology. Learners completing their studies in the programme find employment in government, agribusiness, private consultancies, extension projects, education and in their own businesses.

Rationale

The agricultural sector plays a major role in the South African economy in terms of meeting the increasing food demands, employment, adding value and forming integrated linkages with the other sectors of the economy locally, regionally, nationally, and internationally. Latest analyses during 2019 suggest that the contribution to the national Gross Domestic Product (GDP) from agriculture in South Africa increased to R73 759,84 million in the fourth quarter of 2018 from R72 378,48 million in the third quarter of 2018. The GDP from agriculture in South Africa averaged R59 581,58 million from 1993 until 2018, reaching an all-time high of R89 120,92 million in the fourth quarter of 2017 and a record low of R33 530,55 million in the first quarter of 1993 (https://tradingeconomics.com/south-africa). This contribution translates to between 2,1% and 2,7% of the total GDP of South Africa.

There has been a marked increase in the pressure on institutions of higher learning to become socially relevant and economically accountable for the knowledge generation and educational processes they engage with. This growing pressure made it essential to structure the agricultural education focus to empower learners to engage the agricultural value chain at any point and not limit their future career opportunities to the production process. This phenomenon has direct implications for the agricultural innovation process which is essentially the focus of agricultural study and its enhancement of the understanding of increasing the efficiency in the process. This qualification is therefore intended to equip learners to act and perform in leadership positions and policy development roles in such a system.

The increasing complexity and dynamic changes in the agricultural landscape of South Africa, growing policy and economic emphasis on the issues of agricultural restructuring and land reform, job creation, poverty alleviation and food security is largely influenced by the sub-optimal rate of uptake of agricultural scientific innovations and the increasing demands for improved production and efficiency to support the food security process in the country place a high premium on the knowledge and competencies of graduates entering the sector. The advanced focuses as stipulated in the qualification therefore also supports the national initiatives of the National Department of Agriculture as explained in the strategic documents such as the Strategic Plan for South African Agriculture: Department of Agriculture, Fisheries and Forestry 2020, Integrated Sustainable Rural Development Strategy, and the National Development Plan, 2030.

Furthermore, this qualification addresses the following declared needs and demands in the agricultural sector

• Improve the competence of agricultural practitioners in the field of crop production to relate advanced scientific and practical information and apply it successfully in attending to agricultural problems in a variety of commercial and developmental settings.
• Increase the scientific and vocational agricultural leadership and managerial competencies among practitioners in the field of crop production in a variety of commercial and developmental settings.
• Improve the ability of crop production practitioners to efficiently function in a multidisciplinary agricultural environment to integrate technical/scientific, economic, and advisory disciplines and programmes and to cope with increasing levels of complexity in a variety of commercial and developmental settings.
• Expand the career development opportunities for diploma-qualified agricultural technicians and extension practitioners to further their scientific and practical careers to the highest possible academic and professional levels.
• Allowing qualifying learners in advisory and research positions to improve their professional standing through creating the opportunities to meet the requirements for professional registration in the fields of agricultural advisory servicing and crop production.

This dramatically increases the demand for skilled and competent agricultural scientists who can not only function as agriculturalists but also as practitioners who are adequately competent and qualified to practice, communicate and extrapolate their science effectively to an increasingly demanding farmer community with its socio-institutional complexities and larger agricultural value chain at diverse levels of functional complexity and economic activity.

There is a growing pressure to increase the efficiency of agricultural production and general interaction within the agricultural value chain due to:

• Pressure on availability of productive land and productive resources.
• Pressure to increase the productivity and efficiency of production on available land.
• Increasing input costs and market pressure of inputs and demands for a more environmentally friendly code of good practice in agricultural production.
• Prioritization of agricultural production systems to meet consumer demands and marketing mechanisms.
• Increased complexities in the integration and structuring taking place in the dynamic functioning and relationships in the agricultural value chain.

There is an increasing pressure on institutions of higher learning to become socially relevant and economically accountable for the knowledge generation and educational processes they engage with. The demand for job creation has also supported this demand for a relook of advanced agricultural education to improve access into the agricultural value chain. It has become increasingly important that practitioners need advanced skills and knowledge to effectively engage the agricultural value chain at any point and not limit their future career opportunities to the production process.

The qualification is specifically structured to address the career needs and learners are expected from various areas in the agricultural value chain in government, agribusiness, private consultancies, extension projects, education and in their own businesses.

Stakeholder engagements including discussion with academics at other Universities of Technology in South Africa, the Department of Agriculture, Fisheries and Forestry, industry partners in the wine sector (WineTech and VinPro), commodity groups dealing with quality control of agricultural products (PPECB), as well as Agricultural Training Institutions were part of a broader individual communication process initially to assess the availability and attractiveness of an Advanced Diploma in Agriculture and Crop Production in Southern Africa. Given the positioning of the institution the main stakeholders considered were the wine sector, the livestock sector and public extension services tasked with the provision of advisory services to the developing agricultural sector. Currently, these are the most important suppliers of career opportunities as well as research and engagement possibilities. This process of stakeholder engagements will be ongoing but initial indications are that this qualification is addressing an important perceived shortcoming in the agricultural sector at both operational and managerial levels.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Agriculture and Livestock Production, NQF Level 7.

Or

• Advanced Diploma in Agriculture and Crop Production, NQF Level 7.

Or

• Advanced Diploma in Agricultural Management, NQF Level 7

Or

• Bachelor of Agricultural Management, NQF Level 7.

Or

• A relevant Bachelor's degree in the related field, NQF level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 80 Credits

• Applied agricultural value chain development (A & B), 25 Credits.
• Applied integrated research project (A & B), 30 Credits.
• Ecophysiology, 10 Credits.
• Ecologically responsive agriculture, 15 Credits.

Elective Modules, Level 8. 40 Credits (Select one specialisation from the following)

Specialisation one: Postharvest and Agro-processing Management

• Postharvest management of agricultural produce, 15 Credits.
• Agro-processing technology and management, 15 Credits.
• Plant improvement, 20 Credits.

OR

Specialisation two: Field Crop Production

• Plant improvement, 20 Credits.
• Applied plant propagation, 15 Credits.
• Applied field crop systems and management, 15 Credits.

OR

Specialisation three: Viticulture

• Postharvest management of agricultural produce, 15 Credits.
• Plant improvement, 20 Credits.
• Applied viticulture systems and management, 15 Credits.

OR

Specialisation four: Livestock Production

• Applied livestock husbandry and welfare practice, 13 Credits.
• Applied livestock breeding, 12 Credits.
• Livestock product processing, 15 Credits.

OR

Specialisation five: Beverage Technology

• Agro-processing technology and management, 15 Credits.
• Beverage quality management and systems, 20 Credits.
• Cellar engineering and technology,15 Credits.

1. Conceptualize a research proposal, collect data, critically analyse and conclude on research findings and comprehensively report on a selected agricultural scientific or value chain problem or topic related to the learner's selected field of specialization using a variety of analytical methods and techniques.
2. Analyse, critically reflect on, interrogate and evaluate the development and implementation of production and management strategies in specialized agricultural streams.
3. Understand and interrogate the nature, composition, and development of agricultural systems in selected specialized aspects of the agricultural value chain in specialised agricultural streams.
4. Understand and interrogate the development of agricultural practices, enterprises, and value chains to respond to ecological change through adaptation, innovation, modernization and mechanization.
5. Ability to critically analyse, synthesize scientific information and information sources, and develop problem-solving communication strategies in specialized aspects of agricultural production and the agricultural value chain.

Associated Assessment Criteria for Exit Level Outcome 1

• Conceptualise and accurately plan a research proposal relating to the specific field of study.
• Proficiently execute the study by collecting or accessing, processing, and synthesizing agricultural scientific information and data.
• Critically analyse, collate, and review their findings to solve and critically comment and reflect on solutions in specialised contexts.
• Compile and draft a scientifically correct report that will contain the comprehensive analysis, reflective writing and conclusive responses to problems and issues in the various aspects of agricultural production and agricultural value chain matters.
• Demonstrate the ability to make decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and reflect on the components of various agricultural enterprises and their interaction with the environment.
• Formulate strategies to minimize the impact of agricultural practices on the environment.
• Generate a clear, concise, well-justified and grounded production plan to optimize the interaction between agricultural practice and the environment while maintaining economic sustainability

Associated Assessment Criteria for Exit Level Outcome 3

• Apply and illustrate critical reflection skills to describe the composition and development of agricultural systems, production processes and enterprises in specialized agricultural streams.
• Apply, transfer, and translate appropriate and familiar standard procedures, methodologies, processes or techniques to unfamiliar contexts in dealing with specialized agricultural production and value chain matters.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically analyse, reflect on and comment on responses by specialized fields of agricultural and agricultural value chains to ecological change through:
• Apply appropriate theoretical concepts and methods in effectively addressing the multidisciplinary nature of ecological problems of agricultural production and the agricultural value chain.
• Compile and draft a well-structured conceptual framework and strategy critically reflecting on the principles of ecological stewardship and the development of agricultural practices and value chains.

Associated Assessment Criteria for Exit Level Outcome 5

• Source, access, summarize and synthesize available peer-reviewed scientific information and knowledge into coherent problem-solving communications in specialized aspects to illustrate:
• Integrate multidisciplinary knowledge from one or more fields of agriculture into one comprehensive concept or line of reasoning.
• Apply and critically evaluate key terminology, concepts, facts, principles, rules, and theories of one or more agricultural fields, disciplines, or practices to analyse and critically reflect on and communicate solutions to problems associated with a selected area of agricultural specialization and value chain participation.
• Prepare, present, and communicate reflective reports and academic, professional, or operational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.