SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Crop Sciences

SAQA QUAL ID	QUALIFICATION TITLE
108856	Advanced Diploma in Crop Sciences
ORIGINATOR
Tshwane University of Technology (TUT)
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		Primary 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
Reregistered		EXCO 0821/24	2019-02-13	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 this qualification is to broaden and deepen the scope of knowledge and skills in terms of Fruit and Vegetable Production, Agronomy, Crop Protection, Agribusiness, Soil and Irrigation Science, and Post-Harvest Technology. It is therefore suitable for continuing specialisation by reiterating the deep and systematic understanding of current thinking, practice, theory and methodology in the field of Crop Sciences.

Qualified learners will be able to demonstrate their ability to formulate, undertake and solve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques in the chosen field of specialisation. The qualification design comprises theory and technology applications, with a focus on improving current crop production systems for increased productivity and quality within South African and International arena. All learning materials to be developed will be in alignment with the exit level outcomes, as framed against the South African Qualifications Authority (SAQA) requirements, to ensure that the learners have acquired the relevant knowledge and skills for the future careers.

Rationale:
Society increasingly demands specialisation and life-long learning. In the University of Technology sector this trend is exemplified by the growing numbers in people who seek to raise their level of educational achievement beyond the basic qualification. The Advanced Diploma in Crop Sciences responds to this trend. It builds on the platform of disciplinary specialisation at the level of the Diploma by advancing knowledge and skills in the selected discipline, and also prepares for the next qualification level (Postgraduate Diploma in Crop Sciences), for which learning is mainly done through research, by providing specialised research skills (methods of data collection and analysis) commonly employed in the selected discipline.

Two important employment trends in the South African agricultural sector are for the number of people employed by the sector to decrease (one-third contraction since 1994) and for the formal educational level of people employed in the sector to rise. These trends reflect the ongoing modernisation of South African agriculture in response to globalisation, liberalisation of markets, and other global and local changes. Increasing complexity and sophistication in the sector drives the demand for specialised and highly skilled human resources (see Agricultural Sector Education and Training Authority (AgriSETA) 2010 for details). This demand is also evident in the public sector, where employment is being linked to rising qualification requirements and registration with professional bodies, i.e. South African Council for Natural Scientific Professions (SACNASP). The Advisory Committee was consulted in developing this qualification.

This qualification is a vocational learning programme on Level 7 of the National Qualifications Framework (NQF), characterised by a high Degree of specialisation, responds to the above trends in the South African agricultural sector and its evolving human resource needs. It combines the acquisition of specialised knowledge in selected disciplines in agriculture with the attainment of discipline-specific research skills, both theoretically and in practice, including information technology.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institution gives Recognition of Prior Learning (RPL), as stipulated in the RPL policy (Tshwane University of Technology (TUT), 2012), in order to prevent the repetition of offerings already obtained which correspond with the current offering being pursued at the Institution. Prior-learning and/or experience relevant to the field of Agriculture will be evaluated and considered for access to the Advanced Diploma. Candidates may apply at the Office of the Registrar for RPL or for admission via the Senate's discretionary route. The specific relevant documentation will be requested from these applicants, and these cases will be handled on an individual basis. Candidates are encouraged to see Chapter 30 of Part 1 of the Prospectus and may also contact the Office of the Registrar.

Entry Requirements:
The minimum entry requirement for this qualification is:

A Diploma in Agriculture or Crop Sciences at Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.

Modules:

Fruit and Vegetable Crops, 24 Credits.

Agronomy, 24 Credits.

Crop Protection, 24 Credits.

Agribusiness, 24 Credits.

Post-Harvest Technology, 12 Credits.

Soil and Irrigation Science, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge in the fields of Crop Sciences and Applied Sciences.
2. An understanding of a range of methods of enquiry in crop sciences, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within crop sciences is demonstrated.
3. Develop appropriate processes of information gathering for a given context or use; and an ability to independently validate the sources of information and evaluate and manage the information.
4. Take decisions and act ethically and professionally in crop sciences, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches, within a supported environment.
5. Develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse.
6. Manage processes in unfamiliar and variable contexts in crop sciences, recognising that problem solving is context-and system-bound, and does not occur in isolation.
7. Take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in Crop Sciences context.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Integrated knowledge in the field of crop sciences is evaluated and applied for efficacy and value according to relevant evaluation criteria and to ensure that these relate to other Applied Sciences disciplines, as well as to understand how knowledge is dependent upon African and International scientific theories.

Crop related terminologies, concepts descriptions, principles, rules and theories are evaluated and critiqued to understand the role of Crop Sciences in the Applied Sciences environment.

Crop Science's role in applied sciences is explored by applying integrated knowledge of related fields of practice and research principles.

Associated Assessment Criteria for Exit Level Outcome 2:

Methods of enquiry and their suitability in crop sciences are investigated to solve crop related problems by acquiring new knowledge and integrating previous knowledge in crop sciences.

Evidence-based solutions are identified by integration of scientific expertise and relevant research evidence to introduce change within crop sciences settings.

Associated Assessment Criteria for Exit Level Outcome 3:

Appropriate processes of information gathering in crop sciences are identified and developed to access and manage the information including questioning, observation, study of existing documents, questionnaires.

Sources of information in crop sciences are evaluated to independently validate its significance in the field of crop sciences.

Associated Assessment Criteria for Exit Level Outcome 4:

Professional and ethical values and approaches are evaluated to justify decisions and actions within crop sciences environment with reference to the scope of practice.

Principles and practices of ethical accountability in crop sciences are explored by evaluating crop ethics to take responsibility for internal standards of individual and group conduct.

Associated Assessment Criteria for Exit Level Outcome 5:

Ideas and views are discussed to provide appropriate work-related dialogue in crop sciences setting.

Independent ideas and opinions are critiqued to present well-formed arguments using appropriate academic, professional or work-related dialogue in crop sciences setting.

Information exchange between crop sciences disciplines are critically evaluated in the forms of speaking, writing or using other means of communication.

Associated Assessment Criteria for Exit Level Outcome 6:

Crop Sciences' role in applied sciences is discussed to highlight that problem solving is not based on knowledge alone but the relationship between physical, economic, cultural environment and knowledge.

Appropriate processes of information gathering in crop sciences are identified and developed to access and manage the information.

Self-directed learning needs are identified and evaluated to facilitate the learning process through individuals taking responsibility for what occurs.

Learning activities are selected, managed and assessed by the individual learner and pursued at any time or place.

Collaborative learning processes are identified to facilitate responsibility of learners to work together in peer groups to build knowledge and improve the whole process of learning by
discussing solutions to problems, reading and lectures.

Associated Assessment Criteria for Exit Level Outcome 7:

Responsibilities for acquiring information are explored to justify decisions and actions within crop sciences environment through practice, reading, lectures, communication with industries and peers.

Responsibilities for evaluating resources are explored to justify decisions and actions within crop sciences environment.

Integrated Assessment:
Integrated Assessment is an interdisciplinary approach to assessment of learning. It is based on combining, interpreting and communicating knowledge in this field of study. In this qualification, Integrated Assessment is ensured by incorporating both Formative and Summative Assessment strategies into the learning programme. Assessment strategies are underpinned by the Exit Level Outcomes (ELOs) and assessment criteria, which are designed in articulation with the level descriptors and the scope of practice, as well as module outcomes design, aligned with the ELOs. As such, all elements are aligned with the purpose statement of the programme. Integrated assessment will take place within the context of an active learning environment, in adherence to:

Quality assurance policies, procedures and processes.

A guided and supported learning environment.

Formative Assessment:
Formative Assessment will thus mainly involve integrated types of assessment, used to inform learners about their progress on a continuous basis throughout the semester. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to Formative Assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth and development. Formative Assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process of how teaching and learning can be improved. Throughout the programme, Formative Assessment strategies will be used to ensure that exit level and critical cross-field outcomes are achieved, which include (but not limited to):

Assignments.

Demonstrations.

Presentations.

Tests.

And/or any other applicable methods required within a specific teaching and learning experience.

Summative Assessment:
Summative Assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a unit, module or qualification. Results may be expressed in marks and in terms of the level of competence achieved, with regard to level descriptors, specific outcomes and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):

Examinations (theoretical).

Portfolios.

Presentations.

Tests.

INTERNATIONAL COMPARABILITY

This qualification compares favourably with the following qualifications:
Australia, University of Melbourne offers Bachelor of Agriculture. The qualification is a 3-year full time or 6 years' part time. Key learning outcomes are understanding and advancing knowledge and technologies used in agriculture. In addition, it empowers with the general, scientific and problem-solving abilities required to meet the high demand for skilled graduates in agriculture.

Zimbabwe, Lupane State University offers Bachelor of Agricultural Sciences in Crop and Soil Sciences. The qualification is offered on a 1-year full time. The key learning outcomes are to:

Apply the scientific knowledge to advance agricultural crop and horticultural production and post-production activities involved in the production.

Implement government policies related to dryland crop production, land, and environmental management.

Initiate and manage horticultural and crop-based agribusiness profitably.
Provide technical expertise and support in matters relating to crop and horticultural production, mechanisation, crop storage and post-harvest handling.

United Kingdom, University of Reading offers Bachelor of Science (BSc) Agriculture. The BSc Agriculture qualification covers everything that impacts production in the supply chain. It prepares the students for senior roles in a wide range of farming enterprises.

ARTICULATION OPTIONS

This qualification allows possibilities for vertical articulation.

Horizontal Articulation with:

Advanced Diploma in Agricultural Management, Level 7.

Vertical Articulation with:

Postgraduate Diploma in Crop Sciences, 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.	Tshwane University of Technology (TUT)