Postgraduate Diploma in Food Security

Purpose

The qualification aims to prepare trans-disciplinary practitioners and researchers in the areas that address all dimensions of food security. It also seeks to equip Food Security practitioners in social, environmental, development and economic spheres with the knowledge and skills to develop, plan and review food security interventions and to address the challenges related to food insecurity.

Rationale

The qualification will enable the learners to generate knowledge by conducting and applying trans-disciplinary research that addresses complex, context-based issues, under the guidance of the supervisory team. The qualification aims to provide graduates with specialised knowledge and competence in food security.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

• Bachelor's Degree in any of the following: Agriculture, Animal Production, Plant Breeding, Horticultural Sciences, Agricultural Economics, Food Science and Consumer Science, Level 7.

This qualification consists of both compulsory and Elective modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 112 Credits

• Project Design and Management, 16 Credits.
• Public Policy Analysis, 32 Credits.
• Introduction to Research Methods, 8 Credits.
• Food Security Studies, 16 Credits.
• Food Security Dissertation for Diploma, 40 Credits.

Elective Modules, Level 8, 8 Credits (Choose one)

• Food Access for Food Security, 8 Credits.
• Sustainable Livelihood Options, 8 Credits.
• Food Security Internship, 40 Credits.
• Food Storage for Food Security, 8 Credits.

1. Define, describe, critically review, analyse, evaluate and apply the main concepts of Food Security.
2. Identify issues and solve practical food security problems at national, regional and international level.
3. Review food security and agricultural related policies through analytical thinking.
4. Explain and show linkages between and contributions of food production, access to food and nutrition, agrarian reform and environmental issues, human immunodeficiency virus (HIV)/Acquired immunodeficiency syndrome (AIDS) HIV/AIDS, food security and sustainable livelihoods systems.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Understand policy implications for food security issues and suggests policy options.
• Design and plan programme to improve the food security situation.
• Facilitate seminars and public meetings.
• Integrate specialist knowledge with food security.
• Independently collect, analyse and evaluate food security information.
• Report on independent research.
• Use computers for reporting and analysis.
• Understand research as a tool (ethics, limitations, etc.).
• Understand and use appropriate research methods.

Integrated Assessment

The achievement of learning outcomes will be assessed through formative assessment in most of the modules contributing 33% towards the final marks. The 33% is usually marks from seminars, assignments and presentations. Summative assessment carrying a weighting between 67% and 100%, where students submit posters; project proposals; reports; case studies and or research papers determine whether the learning outcomes are achieved or not. The major assignments in each module will be externally moderated to comply with the Senate norms of the university. At least 50% of all assessments within each module will be sent for external review. Work not sent for external review will be subject to peer review and reporting to the schools Teaching and Learning Committee. In order for all the assessment purposes to be achieved, group/individual assignments, posters, project proposals, research reports, case studies, quizzes, computer-based practicals and research paper will form part of assessment methods.