SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Agriculture in Post Harvest Technology 
SAQA QUAL ID QUALIFICATION TITLE
103100  Advanced Diploma in Agriculture in Post Harvest Technology 
ORIGINATOR
University of Mpumalanga 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 01 - Agriculture and Nature Conservation  Secondary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0733/25  2024-06-30  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 purpose of the Advanced Diploma in Agriculture in Post Harvest Technology is to train and equip agriculturalists with the skills, knowledge and attitudes needed to contribute to building the capacity along the post-harvest value chain, including human capacity, systems and value-adding technologies and processes.

The curriculum is structured across five learning spaces in the context of Post Harvest Technology:
  • Policy: understanding the policy and legal issues and 'boundaries' for action.
  • Practice: understanding and applying the most relevant practice.
  • Analysis: Understanding the methods and principles of analysis.
  • Tools: Understanding and applying the relevant tools.
  • Work Integrated Learning: Internship in a relevant workplace with a formal learning qualification.

    Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate integrated knowledge of effective post-harvest management and post-harvest processing and engineering, and of strategic management and the principles and practices of management for development and how these relate to the wider field of agricultural production, supply chain management.
  • Demonstrate an understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area of post-harvest technology systems, development and management.
  • Demonstrate an understanding of a range of methods of enquiry in area of post-harvest technology systems, development and management, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within a practice.
  • Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in the context of Post Harvest Technology systems, development and management.

    Rationale:
    The Advanced Diploma in Post Harvest Technology was developed to meet the demands of the changing agricultural landscape in South Africa. The changes redirect agriculture to the majority of the population which has been marginalised and generally denied meaningful access to the agricultural sector of the South African economy. This vision for agriculture calls for building capacity among farmers and other actors to engage with the post-harvest value chain and benefit from the increase profitability and sustainability it can bring to producers. As pressure increases to produce more food, fibre and fuel, so too must the value-chain be strengthened.

    Agricultural science is a critical skill identified in the National Development Plan. Advanced Diploma graduates will contribute to strengthening the capacity of the nation to meet its agricultural objectives. They will help meet the demand for professionals who can participate in leading South African agriculture through the complex world of agricultural and rural transformation while at the same time supporting and helping to expand commercial agricultural activity and productivity-with a particular emphasis on the post harvest value chain.

    The qualification will seek to attract learners who are interested in working with farmers, producers and commodity processors. The training qualification will be closely tied to the labour market for post- harvest product processing and product management with the specific aim of providing them with a skill set that will enable them to obtain good-paying jobs or establish consultancies. To do this will require that they develop more than just knowledge and skills relevant to post harvest technologies-they will need to do this in the context of the wider agricultural development agenda for South Africa. Agencies throughout the post harvest value chain need specialists in areas such as cold chain management, product processing, pack housing and warehousing. Such specialists will need to be able to work simultaneously in the "for profit" and the development contexts. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution accepts Recognition of Prior Learning as an integral part of education and academic practice. It is acknowledged that all learning has value, and the institution accepts the challenge to assess prior learning that is aligned to qualifications and award credit (through Classroom Assessment Techniques (CAT)) to promote lifelong learning. The purpose of the institution's RPL and CAT policies, is to recognize prior learning to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules using the principles and processes that serve as basis for RPL practices.

    Entry Requirements:
    Access to the Advanced Diploma in Fashion Design and Technology requires the student to have a:
  • Diploma in Agriculture in Plant Production, NQF Level 6.
    Or
  • Bachelor's Degree in Agriculture, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 7 totalling 120 Credits.
  • Post Harvest Management, 30 Credits.
  • Post Harvest Processing and Engineering, 30 Credits.
  • Strategic Management, 15 Credits.
  • Principles and Practices of Management for Development, 15 Credits.
  • Post Harvest Experiential Learning, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate integrated knowledge of effective post harvest management and post harvest processing and engineering, and of strategic management and the principles and practices of management for development and how these relate to the wider field of agricultural production, supply chain management.
    2. Demonstrate an understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area ofpost-harvest technology systems, development and management.
    3. Demonstrate an understanding of a range of methods of enquiry in area of post harvest technology systems, development and management, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within a practice.
    4. Demonstrate an ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in the context of Post--Harvest Technology systems, development and management.
    5. Take decisions and act ethically and professionally, and justify decisions and actions taken by drawing on appropriate ethical values and approaches, within a supported environment, regarding issues that are relevant to of Post- Harvest Technology systems, development and management.
    6. Develop appropriate processes of information gathering for a given context or use; and independently validate the sources of information and evaluate and manage the information regarding issues that are relevant to of Post -Harvest- Technology systems, development and management.
    7. Develop and communicate ideas and opinions in well-formed arguments, using appropriate professional and occupational discourse relevant to Post- Harvest Technology systems, development and management.
    8. Manage processes in unfamiliar and variable contexts, recognising that problem solving is context- and system-bound, and does not occur in isolation in situations that are relevant to Post- Harvest Technology systems, development and management.
    9. Identify, evaluate and address learning needs in a self-directed manner, and facilitate collaborative learning processes particularly in contexts that are relevant to of Post- Harvest-Technology systems, development and management.
    10 Take full responsibility for own, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts including commercial and development agricultural settings. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Execute an in depth knowledge of post harvest management.
  • Evaluate and critique existing plans for agricultural enterprises in relation to current best practice in post harvest processes.
  • Demonstrate a very high level of knowledge and understanding in separate management plans for two post harvest enterprises.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Review existing agricultural enterprises and suggest how latest ideas, theories, principles, laws and practices can be incorporated.
  • Select and apply theories and processes amongst diverse farms to optimize the success of their post harvest processes.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Write project reports to formulate research questions and select appropriate methodologies.
  • Collect, analyse and synthesize data and present data in written and verbal form.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Formulate research questions and present data in written and verbal form for project reports.
  • Select appropriate methodologies, collect, analyse and synthesize data and present data in written and verbal form for project reports.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate and critique existing agricultural enterprises in terms of ethics.
  • Develop plans for different enterprises that take into account issues of ethics.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate and appropriately use available tools for accessing, processing and managing information.
  • Compare and use available tools for data analysis appropriately to address questions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Evaluate and appropriately use available tools for written and spoken communication based on the audience.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Evaluate and critique existing plans in terms of the extent to which they take a holistic approach to post harvest techniques and management.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Critically discuss and apply post-harvest principles to manage and solve emerging challenges in the postharvest industry.
  • Describe and analyse complex processes involved in post-harvest biochemistry of plant and products including application of advanced knowledge in quality improvements and quality trouble shooting.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Critically consider feedback and successfully incorporate into iterative drafts of works.

    Integrated Assessment:
    The institution understands the central role that assessment plays in education and the need for assessment to be fair, transparent and rigorous. All assessment at the institution is carried out in terms of the institution's policy. The following assessment strategies will be integrated into the Advanced Diploma in Agriculture.

    Number and types of tests/assignments/projects/case studies:
  • This qualification and all its modules are set at Level 7. Therefore, the learning and related assessment are aligned to the relevant level descriptors. Assessment will primarily be in the form of written papers that will require learners to demonstrate their capacity to communicate their learning in appropriate language. Among the types of papers required are the following:
  • Technical/Professional reports showing understanding of and application of theory in a real-world setting.
  • Reflection/Learning reports demonstrating the learner's ability for critical self-reflection and critical analysis of collective learning and the learning of others.
  • Project reports showing the capacity to translate theory and practice into realistic and viable qualifications of activity for the benefit of others.
  • Research projects showing the capacity to conduct basic primary and secondary research and to write appropriately about the process, findings, conclusions and implications.

    Formative and Summative Assessment:
  • Assessment will be primarily formative through the mechanism of iteratively developing the documents listed above.

    Internal and external moderation/examination:
  • A minimum of 50% of the assessment of all modules on the qualification will be subject to external examination.

    Assessment of experiential learning (if applicable):
  • Experiential learning will be assessed through learning reports developed around a learning framework formulated in consultation with the learner, lecturer and 'employer'. It will cover three broad aspects: the content (knowledge and skills to be learned); reflection on the capacity to learn the agree content; reflection on the praxis between theory (the negotiated learning) and the real world experience. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United States of America (USA)
    Institution name: University of New England (UNE)
    Qualification title: Advanced Diploma in Agriculture

    The UNE qualification offers a practical pathway for those interested in working within the agricultural sector. It combines core business skills with specialized knowledge of agriculture, making it a good choice for anyone wanting to understand how farming and food production fit into the larger economy.

    Similarities:
  • The UNE qualification has similar entrance requirements to the Advanced Diploma.

    Differences:
  • The UNE qualification offers more module options using 12 X 6 credits modules whereas the SA qualification uses a prescribed curriculum comprising 5 modules (2 X 15 credits and 3 X 30 credits modules).
  • The focus of the UNE qualification is primarily technical production, and the elective choices allow it to gravitate to fundamental sciences, whereas theSA qualification is biased toward strategic management in a development context. Both articulate to cognate post-graduate qualifications.

    Country: Australia
    Institution name: Australian College of Agriculture and Horticulture (ACAH)
    Qualification title: Advanced Diploma of Agriculture

    Entry requirements:
    Completion of equivalent to certificate IV or higher, Year 12 equivalent completed, or currently employed in the Agriculture Industry, with at least 36 months equivalent employment.

    Established in 2003, Australian College of Agriculture and Horticulture is a Registered Training Organisation with facilities in Melbourne, Werribee Parks and Cairns. The provider offers a variety of agriculture, agribusiness, landscape, parks and gardens and production horticulture courses from certificate, diploma, advanced diploma to a graduate certificate level. The provider also provides consulting services to the Agriculture and Horticulture industry, through the ongoing consultancy arm of the business.
    Testimonial
    "Horticulture is both an art and science that embraces technology and sustainability. This program will provide students with an understanding of basic horticultural practices and an opportunity to learn essential skills such as being able to grow and harvest their own produce sustainably," says ACAH CEO Alvin Gopal. "Graduates can also expect to find employment in entry level roles as a horticultural tradesperson within a nursery, farm or other horticultural enterprise.

    Similarities:
  • Both qualifications accept learners who have completed a senior school qualification.

    Differences:
  • Offered online.
  • The ACAH comprises of 8 modules with a fixed curriculum; focuses largely on production management.
  • There are no dedicated production management modules beyond "Manage the Production System". Articulation is not clear. 
    		•

    ARTICULATION OPTIONS 
    This qualification enables the following articulation opportunities:

    Horizontal Articulation:
  • Advanced Diploma in Agriculture in Agricultural Extension,NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma, NQF Level 8.
  • Bachelor of Science in Agriculture (B Agric) Honours, NQF Level 8.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    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. University of Mpumalanga 


    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.