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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Applied Science in Food Science and Technology 
SAQA QUAL ID QUALIFICATION TITLE
101564  Bachelor of Applied Science in Food Science and Technology 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  Field 11 - Services  Consumer Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Bachelor of Applied Science in Food Science and Technology qualification prepares learners with conceptual knowledge, practical skills, attitudes and values necessary for the technological application of food safety and quality control, as well as food and water contamination concerns, which significantly affects society and the economy as well as product development. Food Science and Technology therefore plays a substantial role in the contribution to the food and beverage, agricultural and water industries to name a few. In keeping with current trends in the food sector, in particular the growing concerns surrounding the diminishing food supply and wastage of raw material/foods, this Degree will provide the foundational knowledge to meet the needs of this new wave of Food Science and Technology. Graduates will display initiative and responsibility, while functioning in an autonomous manner and having the ability to apply a wide level of conceptual knowledge within a variety of contexts. Furthermore the research capabilities of these graduates will produce work that is relevant, integral, focused, comparable and adaptable to the employment environment.

Upon successful completion of this qualification, graduates will be able to:
  • Understand, integrate and apply scientific principles in the selection of raw materials for food processing, packaging, preservation and distribution.
  • Demonstrate an understanding of the theory, concepts and methodologies associated with interrelated scientific and technological processes and their contribution to food product development.
  • Display an overall understanding of food quality and safety by demonstrating an awareness of good manufacturing practices through the application of quality management systems within the confines of South African and international food legislation.
  • Perform laboratory procedures relevant to food processing, food analysis, food product development, food quality and food safety; and be able to evaluate/interpret data and communicate findings scientifically.
  • Demonstrate written and oral skills with the ability to summarise, evaluate, synthesise, and appropriately communicate scientific concepts to a variety of audiences.
  • Apply critical thinking skills to any prevailing issues in the food sector while having the ability to analyse scientific and technological problems and propose solutions.
  • Maintain a professional code of conduct, work ethic and uphold confidential company intellectual property.

    The modules offered would provide competence in Food Science and Technology through training in the areas of microbiology, food chemistry, analytical techniques, process engineering and quality control within the food sector. The thrust is towards the integration of the theoretical knowledge with the hands-on practical experience. Learners within this qualification would interact closely with researchers in this area and also participate actively in the on-going research projects. The main area of research would be Food Security which include, but are not limited to, Food Safety, Food Chemistry, Nutraceutical/Functional Ingredients and Product Development which all feed into creating a sustainable food supply for an ever increasing population.

    The third year incorporates a research project that is not restricted to a single final-year module but can be based on any of the final year modules or even several of these modules. This project is unique in that it requires learners to prepare and present a research proposal, written project report and an oral presentation in the final year of the Degree. The project will be community-based and learners will be encouraged to research topics that directly affect communities. Alternatively, the project can be industry-linked. Strong emphasis for the projects is to find methods to alleviate poverty as well as broaden the food base. It is envisaged that such projects will eventually lead to a compulsory "community-service" module that will allow the transfer of Food Science and Technology benefits to our wider community. The qualification includes other unique aspects such as scientific theory, research methodology, time management and study skills which are embedded in final year modules such as Research Project and Food Science and Technology.

    Rationale:
    Food Science and Technology (FST) is a multi-faceted discipline which has been making a steady impact in South Africa. Globally the discipline has made a massive contribution in the science and technology arena. Food Technologists are skilled to respond to issues of food and water contamination, food safety and quality control - issues that significantly affect society and the economy as well as product development. FST therefore plays a substantial role in the contribution to the food and beverage industry, agricultural industry and water industry to name a few. In keeping with current trends in the food sector, in particular the growing concerns surrounding the diminishing food supply and wastage of raw material/foods, this qualification will provide the foundational knowledge to meet the needs of this new wave of Food Science and Technology.

    The qualification further provides a strong foundation for the Honours, Masters and PhD career pathways, enabling developmental and lifelong learning in FST research and development, as well as industry management and entrepreneurship. The graduates may find research and development career opportunities in parastatal research institutions such as the Council for Scientific and Industrial Research (CSIR), the Agricultural Research Council (ARC) and Technology Innovation Agency (TIA).

    National, provincial and local employment needs:
    Food Technology has been recognised as a scarce skill as its potential contribution to the food sector and economy is enormous. Research funding from the National Research Foundation (NRF), the South African Association of Food Science and Technology (SAAFoST), ARC, TIA and DST has been made available to both undergraduate and post-graduate learners for the pursuit of Food Science and Technology careers. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The structure of this qualification makes the Recognition of Prior Learning possible and applicable to all prospective candidates to the Department of Biotechnology and Food Technology. The Bachelor of Applied Science in Food Science and Technology may be achieved in part through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. If the candidate is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits would be assigned to the prospective candidate. The department's RPL process will be aligned with the institution's Recognition of Prior Learning Policy and will include representation from industry and appropriate academia from tertiary institutions when reviewing RPL applications.

    The purpose of the institution's policy is to:
  • To provide a framework for the implementation of Recognition of Prior Learning procedures within the Durban University of Technology (DUT).
  • To facilitate access and admission to learning programmes within education and training and career paths.
  • To accelerate redress of past unfair discrimination in education, training and employment opportunities.
  • To promote and facilitate lifelong learning.
  • To outline general procedures relating to the processing of RPL applications at the DUT.

    Entry Requirements:
  • Senior Certificate with endorsement.
    Or
  • National Senior Certificate granting access to Bachelor's Degree studies.
    Or
  • National Certificate (Vocational) at Level 4 granting access to Bachelor's Degree studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 376 Credits.

    Compulsory Modules at Level 5: 56 Credits:
  • Cornerstone 101, 12 Credits.
  • Biology 1, 16 Credits.
  • Chemistry 1, 16 Credits.
  • Mathematics, 12 Credits.

    Elective Modules at Level 5: 24 Credits:
    Institutional General Education Elective 1 (Choose one module):
  • Interpersonal Communication and Self, 8 Credits.
  • Introduction to Technopreneurship, 8 Credits.
  • Reflections on Quantitative Thinking, 8 Credits.
  • Cultural Diversity, 8 Credits.
  • Literacies through Literature, 8 Credits.

    Institutional General Education Elective 2 (Choose one module):
  • Me, My World, My Universe, 8 Credits.
  • Practical Parenting, 8 Credits.
  • Hands Filled with Meaning, 8 Credits.
  • Violence and Nonviolence, 8 Credits.
  • Sustainable Earth Studies, 8 Credits.

    Institutional General Education Elective 3 (Choose one module):
  • Values in the Workplace, 8 Credits.
  • Constitutional Law & Human Rights, 8 Credits.
  • Law for Life, 8 Credits.
  • World of Work, 8 Credits.
  • Leadership, 8 Credits.

    Compulsory Modules at Level 6: 136 Credits:
  • Bacteriology 2, 16 Credits.
  • Mycology 2, 12 Credits.
  • Biochemistry 2, 16 Credits.
  • Physics, 12 Credits.
  • Food Science and Technology 1, 12 Credits.
  • Food Chemistry 2, 12 Credits.
  • Food Microbiology 3, 16 Credits.
  • Food Quality Management, 8 Credits.
  • Food Legislation, 8 Credits.
  • Role of Applied Science in Society, 12 Credits.
  • Applied Science for Sustainable Development, 12 Credits.

    Compulsory Modules at Level 7: 160 Credits:
  • Human Nutrition, 8 Credits.
  • Food Science and Technology 2, 16 Credits.
  • Molecular Biology 3, 16 Credits.
  • Food Process Engineering, 8 Credits.
  • Food Science and Technology 3, 16 Credits.
  • Research Project 1, 8 Credits.
  • Food Chemistry 3, 16 Credits.
  • Food Product Development, 12 Credits.
  • Food and Beverage Packaging, 12 Credits.
  • Research Project 2, 16 Credits.
  • Industry Management, 8 Credits.
  • Food Safety and Toxicology, 12 Credits.
  • Food Biotechnology, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand, integrate and apply scientific principles in the selection of raw materials for food processing, packaging, preservation and distribution.
    2. Demonstrate an understanding of the theory, concepts and methodologies associated with interrelated scientific and technological processes and their contribution to the food sector.
    3. Display an overall understanding of food quality and safety by demonstrating an awareness of good manufacturing practices through the application of quality management systems within the confines of South African and international food legislation.
    4. Perform laboratory procedures relevant to food processing, food analysis, food product development, food quality and food safety; and be able to evaluate and interpret data and communicate findings scientifically.
    5. Demonstrate written and oral skills with the ability to summarise, evaluate, synthesise, and appropriately communicate scientific concepts to a variety of audiences.
    6. Apply critical thinking skills to any prevailing issues in the food sector while having the ability to analyse scientific and technological problems and propose solutions.
    7. Maintain a professional code of conduct, work ethic and uphold confidential company intellectual property. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Show and interpret technical material and related principles to the development of a process or product on which the learner has worked.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Demonstrate, understand and implement relevant procedures.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Develop practical strategies to apply the underlying principles of CGMP and Quality as well as state their significance in the industry those principles in the workplace.
  • Integrate GMP and ISO 9000 elements into a Quality System.
  • Identify, implement and propose corrective actions in areas of GMP non-compliance.
  • Define current trends in International and National GMP compliance.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Recognise and address potential errors in protocol with colleagues and the appropriate supervisor.
  • Carry out defined responsibilities within a research, manufacturing, quality control, or quality assurance.
  • Use an appropriate scientific terminology and abbreviations.
  • Interpret technical materials and prepare a journal article related to the development of a process or product on which the learner has worked.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate good listening, writing, verbal communication skills and procedures.
  • Interpret technical materials and prepare a journal article related to the development of a process or product on which the learner has worked.
  • Develop basic observational skills and related documentation strategies in written and oral form.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate technical and manipulative skills in using laboratory equipment, tools, materials and computer software.
  • Demonstrate an understanding of laboratory procedures, including health and safety, and scientific methods and a deeper understanding of abstract concepts and theories gained by experiencing and visualising them as authentic phenomena, within a research context.
  • Apply the skills of scientific enquiry and problem-solving for application within a wide variety of Food Science and Technology contexts.
  • Display the complementary skills of collaborative learning and teamwork in laboratory settings and understanding, and be prepared to use them for, future possible roles in laboratory-based work through evidence of team based learning.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply knowledge, skills and ethics relevant to current industry and professional standards and codes of ethics and practice.
  • Demonstrate an awareness and sensitivity to conflict, culture and context when working.
  • Demonstrate Ongoing reflection on and development of personal capability to meet professional standards, in particular to:
    > Actively seek professional development opportunities.
    > Seek and reflect upon feedback.

    Integrated Assessment:
    Integrated assessments will combine a number of different elements and will require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasised in the Bachelor of Applied Science in Food Science and Technology because it links the notion of applied competence which is a central concern of the National Qualification Framework. Applied competence will be achieved by combining practical, foundational and reflective competence. Integrated assessments will:
  • Assess a number of outcomes together using written tests, case study reports and/or assignments.
  • Assess a number of assessment criteria together using written tests, case study reports and/or assignments.
  • Use a various assessment methods and instruments to achieve an outcome/s.
  • Acquire evidence from sources such as supervisors reports, testimonials, portfolios, logbooks and/or journals.

    Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

    The term `Integrated Assessment`, implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Competency evaluations of clinical skills.
  • Face to face contact with students. 
    		•

    INTERNATIONAL COMPARABILITY 
    During the development of the Bachelor of Applied Sciences in Food Science and Technology: qualifications and best practices in United States of America, Europe and China were compared. The following is a list of qualifications that were referenced when developing the Bachelor of
    Applied Sciences in Food Science and Technology:

    Jiangnan University (China) offers Bachelor's Degree in Food Science and Technology. Currently, the School of Food Science & Technology (Jiangnan University) which is the oldest qualification of food science and technology and the leader of food science research and education in China which is well evidenced in their research outputs.

    Nourthumbria University (UK) offers a Bachelor's Degree in Food and Nutrition. In relation to Nourthumbria University, their assessment policy also includes similar assessment methods to those earmarked for the new Degree offering such as practical exams, oral presentations, practical reports, projects, poster presentations, in-session assessments and e-learning quizzes to mention a few.

    Other Institutions include:
  • Shanghai Jiao Tong University (China) - Bachelor's Degree in Food Science and Engineering.
  • University of Reading (UK) - Bachelor's Degree in Food Science.

    In the review of the above-mentioned qualifications, best practices were adopted and contextualised for the national needs. This has resulted in the development of a qualification that is internationally comparable as well as locally relevant. 
    		•

    ARTICULATION OPTIONS 
    This qualification offers articulation with other qualifications.

    Horizontal Articulation:
  • Bachelor of Science in Food Science, Level 7.

    Vertical Articulation:
  • Bachelor of Applied Science Honours in Food Science and Technology, Level 8.
  • Bachelor of Science Honours in Food Science, Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Durban University of Technology 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.