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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Diploma in Agriculture 
SAQA QUAL ID QUALIFICATION TITLE
111084  Diploma in Agriculture 
ORIGINATOR
Elsenburg Agricultural Training Institute 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 01 - Agriculture and Nature Conservation  Primary Agriculture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-23  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 purpose of the Diploma in Agriculture is to train junior farm managers, production managers, technicians, value chain role-players and advisors with a wide range of technical and practical skills, detailed knowledge and understanding which will equip them to seek a diverse range of employment opportunities, or to further learning and training within the agricultural industry.

The qualification aims to equip learners with skills in the managing of enterprises in agriculture from field crops, fruit, grapes, wine, vegetables, alternative crops, large and small stock, beef and milk production, poultry, aquaculture, processing and extension, across the entire agricultural value chain.

Qualifying learners will be able to perform competently, independently, creatively and innovatively in an agribusiness. They will be good communicators who are able to innovate by identifying opportunities within the agricultural sector with managerial skills to manage effectively.

Rationale:
This qualification will form the basis for learners to extend their learning into more specialised areas of plant-animal production, extension and management across the agricultural value chain. It provides the basis of the establishment of sustainable farming operations through the inclusion of a wide spectrum of competencies required by farmers and other role-players in South Africa. Whilst technical production orientated competencies are ensured, other aspects such as agribusiness and good agricultural practices are included in the range of competencies required by farmers and other role-players in order to enable them to strive towards agricultural management standards and practices at higher levels.

The pursuit of agricultural education and training is important as it exposes learners to new developments within the agricultural sector. The Western Cape Department of Agriculture (WCDOA) is the pillar of the province and it contributes 15.9% of the country Gross Value Added. The contribution indicates the importance of agriculture and its improvement within the province and within the country.

Spreading out of a series of workshops and engagements with various industry role-players and academic staff, the institution reviewed the existing curriculum and developed a Diploma in Agriculture.

Furthermore, Jet Education Services conducted an impact evaluation as an objective professional body during 2016, evaluating the training offerings of EATI over the period, 2009 until 2014. The final report reiterated the need to develop an improved qualification which will ensure better employment opportunities, in line with latest technology, industry needs, etc., without neglecting sustainability of resources.

Phasing out of the Higher Certificate and One Year Diploma is done in line with Gazette No. 40123, dated 06 July 2016, where the Minister of Higher Education and Training announced that 31 December 2019 is the last date for enrolments of first-time entering students into qualifications not aligned to the Higher Education Qualifications Sub-framework (HEQSF).

The qualification will focus on youth wanting to educate and develop within the agricultural sector with the focus being on the main commodities within South Africa. Furthermore, the Diploma in Agriculture is developed to be in line with industry needs, changes within educational environment, and to ensure compliance to all formal strategic documents of the country. The learner will be able to seek employment within the agricultural sector, across the value chain, including entrepreneurship, agri-processing and will be empowered to embrace opportunities brought to the industry by the fourth industrial revolution (4IR).

The inclusion of latest technology and the opportunities brought by the fourth industrial revolution also are addressed within the qualification, to ensure the learner meets the technological demands of the agricultural industry. Numerous calls for addressing specific factors, within the agricultural sectors, are accommodated to allow students to engage in learning outcomes making them more employable, providing the learners with a meaningful qualification. The objective is to take learners to a level within the agricultural sector enabling them to partake in careers across the value chain. Equipping learners to become specialist within agriculture and not necessarily only agriworkers within primary agriculture. Learners with a Diploma in Agriculture will be able to enrol for an Advance Diploma (NQF 7). 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL policy is in place and serves the following purposes within the institution:
  • To allow mature-age learners (applicants who are at least 23 years old) access to primary degree studies, by accrediting learning obtained through experience, in this way, RPL may function as an alternative access route into Degree studies.
  • To recognise prior learning by the award of credits for modules, for non-Degree purposes or towards a qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, National Qualifications Authority (NQF) Level 4.
    Or
  • Senior Certificate, NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at Level 5, 6 and 7 totalling 370 Credits.

    Compulsory Modules, Level 5, 95 Credits:
  • Econ. Planning Principles, 10 Credits.
  • Intro to Agribusiness, 5 Credits.
  • Biological Processes, 10 Credits.
  • Cell Biology, 10 Credits.
  • Mathematics, 5 Credits.
  • Chemical Properties, 10 Credits.
  • Soil Formation and Physics, 10 Credits.
  • Crop Protection, 10 Credits.
  • Agricultural Structures, 10 Credits.
  • Computer Skills, 5 Credits.
  • Communication and Innovation, 10 Credits.

    Elective Modules, Level 5, 30 Credits (Select modules totalling 30 Credits):
  • Intro to Agronomy, 5 Credits.
  • Intro to Vegetables Production, 5 Credits.
  • Tunnel Vegetables, 10 Credits.
  • Vegetables, 80 Credits.
  • Basic Chemistry, 5 Credits.
  • Animal Nutrition,10 Credits.
  • Dairy Cattle, 5 Credits.
  • Poultry, 5 Credits.
  • Small Stock Science, 5 Credits.
  • Horticultural Industry, 5 Credits.
  • Morphology and Cult, Prac, 10 Credits.
  • Intro to Viticulture, 15 Credits.
  • Origin of Wine, 10 Credits.

    Compulsory Modules, Level 6, 55 Credits:
  • Investment, Credit and Marketing, 10 Credits.
  • Planning Techniques, 10 Credits.
  • Irrigation, 10 Credits.
  • Spraying Machines, 5 Credits.
  • Environmental Studies, 10 Credits.
  • Social Dynamics and Change, 10 Credits.

    Elective Modules, Level 6, 150 Credit (Select Modules worth totalling credits):
  • Agronomy, 80 Credits.
  • Cool Weather Crops, 10 Credits.
  • Cult. of Potatoes and Onions, 10 Credits.
  • Grain Production, 10 Credits.
  • Aquaculture 215, 5 Credits.
  • Aquaculture 370, 80 Credits.
  • Dairy Herd Management, 20 Credits.
  • Large Stock, 80 Credits.
  • Poultry, 80 Credits.
  • Sheep Management, 20 Credits.
  • Small Stock, 80 Credits.
  • Small Stock, Wool, Meat, 20 Credits.
  • Citrus Cultivation, 10 Credits.
  • Fruit Production Practices, 10 Credits.
  • Horticulture, 80 Credits.
  • Pests and Diseases, 10 Credits.
  • Post-Harvest Physiology, 10 Credits.
  • Integrated Wine Production, 10 Credits.
  • Table & Raisin Grape Cult, 10 Credits.
  • Viticulture, 80 Credits.
  • Wine Grape Cult, 10 Credits.
  • Wine Biochemistry and Microbiology, 10 Credits.
  • Cellar Technology, 80 Credits.
  • Wine Chemistry, 10 Credits.
  • Wine Evaluation, 5 Credits.
  • Wine Making Technology, 10 Credits.
  • Beef Cattle, 20 Credits.

    Compulsory Module Level 7, 40 Credits:
  • Scientific Methods, 10 Credits.
  • Ext. in Practice, 15 Credits.
  • Project Management, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate successful management of production principles in a specialised enterprise as part of a production system in order to supply agricultural produce profitably and sustainably.
    2. Display knowledge of the complete agricultural business management environment within a farming enterprise, including agri-socio economics, research methodology and computer practice.
    3. Optimally manage and utilise resources within a specialised production unit or enterprise in order to supply agricultural products economically and sustainably.
    4. Manage farm infrastructure, equipment and machinery, farm construction, irrigation, spraying machines. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify farming systems in any given area in South Africa, with the focus on the Western Cape Province.
  • Collect and apply data to classify farming systems.
  • Keep basic production records.
  • Determine the ideal production requirements of a selected production.
  • Display knowledge of the farm enterprise (health, nutrition, land preparation, harvesting, post harvesting practices, sustainability).
  • Implement a production plan (health, nutrition, land preparation, harvesting, post-harvest, supply chain management and logistics, labour).
  • Formulate a production plan for an enterprise of choice using standard recommendations.
  • Monitor and evaluate a production plan against production standards and in response to sustainability indicators.
  • Customise a production plan to suit specific farm conditions and production objectives (selection, breeds/ cultivars, available resources, logistics - labour requirements, management tasks, harvesting and marketing).
  • Apply adaptive management and responds to new social, technological and environmental developments and issues (Large Stock, Small Stock, Agronomy, Vegetables, Horticulture, Viticulture and Oenology).
  • Recall knowledge and concepts relating to introductory biological concepts as well as biochemistry; cellular biology, microbiology, plan an animal morphology.
  • Display knowledge to complete practicals and worksheets on all biological physiological processes.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify markets for sustainable market orientated agriculture the farm business.
  • Promote products, identify agro-processing and value adding opportunities effectively.
  • Record keep and analyse financial records.
  • Determine the economic feasibility of possible enterprises to make final decision.
  • Plan, supervise and evaluate work plans against production standards and the production plan.
  • Identify, evaluate and resolve labour problems within the working place and collaboration with the surrounding community.
  • Consider legal and social requirements which may affect one's choice farm environment of farming enterprise.
  • Devise marketing plan and/or strategy risk to inform decisions.
  • Develop human resource development plan (skills development, legislation, performance management, leadership style) and recognise political issues.
  • Engage in personal risk taking to exploit opportunities in an informed and exit level outcomes manner (Entrepreneurship).
  • Identify and address competency gaps between own and required performance (Self-management).
  • Express a message in such a way that a previously identified audience understands it coherently (Communication).
  • Work as a member of a team in such a way that the individual efforts have an optimum contribution to the successful completion of the task (Team work).
  • Demonstrate a morally acceptable standard of behaviour as defined by the profession (Ethics).
  • Apply formatting and changes to data and information.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Conduct an inventory of the critical resources for sustainable farming operations.
  • Identify impact of farmer intervention on the environmental.
  • Evaluate land capability using the physical requirements of possible farming enterprises to select those most suitable for a specific enterprise.
  • Demonstrate knowledge of principles underlying sustainable use of natural resources (soil, water, climate).

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify, classify major infrastructure and machinery requirements of different farming systems in South Africa.
  • Determine the major infrastructure and machinery requirements needed for production agriculture.
  • Ensure that the farm infrastructure and machinery are maintained at a standard required for sustainable production.
  • Show understanding of fluid flow, capacity and pressure.
  • Explain pipe and pump types, uses, advantages and disadvantages etc.
  • Discuss needs and requirements of production watering systems and be able to calculate water needs.
  • Explain flow measurement and be able to do corresponding calculations.
  • Engage in farm planning to integrate the infrastructure and machinery requirements of the farm as a whole.

    Integrated Assessment:
    The choice of the particular assessment option will be done at faculty level for every module of the qualification. There are three scheduled Summative Assessment events (predicate tests) of which the learners must use two and can only gain access to the third one with authorised absence.

    The Summative Assessments are written during the scheduled periods for tests and the dates cannot be altered after publication in the Annual Year Planner. These two assessments contribute towards the predicate mark and may not be less than 70%.

    The second component of the predicate mark is made up of Formative Assessment events in the form of practicals. This may not contribute more than 30% toward the predicate mark. A sub-minimum of 50% is required for the practical component.

    There are two equivalent examinations conducted at the close of the module, which are scheduled during the examination period as indicated in the Annual Year Planner. The two examinations for a module are known as the main examination and the supplementary examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    United States of America:
    The Agricultural Education and Training (AET) is vested in the universities. AET occurs predominantly in land grant universities although a number of non-land grant universities are also engaged in this field. This could be due to the high level of socio-economic development of the United States of America (USA) that is typically regarded as an innovation driven economy. Its Agricultural activities are probably marked by a very high overall level of mechanisation and computerisation. Certificate programmes are offered in conjunction with their Degree programmes. Usually certificate programmes, when offered together with Degree programmes, would have an even stronger vocational emphasis than would be the case with the Degree programmes. Both the universities utilise forms of Work Integrated Learning (WIL) in their Degree programmes and presumably also in the Certificate programmes. However, the component of WIL in one case amounts to about the1/8 of the entire number of credits compared to the WIL component of ATI in South Africa that varies between 1/6 and 1/3.

    Brazil:
    Agricultural education and training is vested in the universities, particularly public universities that are tuition free institutions. No mention was made in the documentation analysed of any meaningful role played by the Brazil Department of Agriculture in the provision of education and training in Agriculture. Significantly, in both cases the institutions are concerned with the rendering of extension services as part and parcel of their institutional mandates. This is a matter for consideration within South Africa since a recent investigation by Department: Agriculture, Forestry and Fisheries (DAFF) has shown that our universities with faculties of Agriculture in general do not play the role expected of them in the field of Agricultural extension. It is assumed that forms of WIL are included in their Degree programmes although the documentation surveyed did not provide specific details in this regard. The high levels of national and international relationships maintained by both institutions are striking, especially that of attracting international learners from a variety of countries including African countries such as Angola and Mozambique.

    Australia:
    Agricultural colleges are engaged in a variety of partnerships with a large number of varied stakeholders including agricultural organisations and the private agricultural sector. These partnerships seem quite practice orientated and partner organisations play a significant role in funding learners through assisting them with their tuition fee payments and providing opportunities for placement for WIL. Australian AET is characterised by the very high degree of flexibility and articulation provided to learners in their education and training programmes. This arises from their comprehensive credit accumulation and transfer system and a National Qualifications Framework (NQF) that provides for qualifications to lead to other qualifications with a minimum amount of fuss and bother for learners. This means that agricultural colleges are able to provide education and training over a range of skills levels according to the aptitudes of learners and the needs of regional agricultural activity. Australian AET qualifications do provide for practical training on farms as well as WIL through placement in appropriate agricultural concerns. However, this seems to be of shorter duration than is the case in South Africa.

    Germany:
    AET qualifications are usually presented in the form of Bachelor's Degrees of at least six semester's duration and in formats in accordance with the Bologna Process. This ensures that a very high degree of articulation opportunities exist for learners who can even continue their studies at universities outside Germany if they so wished. AET qualifications are characterised by a very definite emphasis on integrating theory and practice in pursuing a strong vocational education and training emphasis. Practical work and forms of WIL such as internships form part and parcel of their AET qualifications. Vocational education and training receives its full due in that AET programmes not only cover agricultural theory and practical farming aspects, but also cover the various i-industries associated with the programme emphases. This ensures that graduates are well prepared, also in terms of soft skills, for immediate productivity in the workplace. The two universities included in this study both have a very extensive range of collaborative elements with other universities in Germany and in other countries. These elements play an important role in providing their leaners with opportunities for broader exposure in agricultural practices in different contexts from their immediate ones.

    Ethiopia:
    AET is provided through agricultural Technical Vocational Education and Training (TVET) colleges that train middle level development agents for providing agricultural advice and extension services to farmers including subsistence farmers. Degree based AET is offered by universities in which colleges of Agriculture form one of the 'faculties' of the university. The university-linked colleges of agriculture were initially established as freestanding AET institutions but were eventually absorbed into universities. Universities with colleges of agriculture offer three year undergraduate qualifications in various fields related to agriculture while many, if not most of them, also offer Postgraduate Degrees that in some cases include Doctor of Philosophy PhD qualifications. Neither of the two universities that were assessed provided any indication as to the role of WIL in their qualifications, which could be due to the scarcity of suitable placement options for learners within Ethiopia.

    Nigeria:
    AET is offered at universities and so-called monotechnics or single purpose institutions amongst which are colleges of agriculture. Seemingly, some colleges of agriculture were also at some stage incorporated into universities but some seem to have been detached from these universities again in order to become lone standing institutions once more. Universities of agriculture offer Degree qualifications while colleges of agriculture offer a two-year Diploma that can be followed by a two-year higher national diploma. The former strongly emphasises the integration of theory and practice while in the latter qualification theory enjoys predominance but not exclusively so. As part and parcel of vocational education and training, some form of industry placement forms a mandatory component of AET at colleges of agriculture.

    Detailed information on the integration of theory and practice was not always available and in a country such as Ethiopia, it was not immediately clear whether their Bachelor of Agriculture qualifications contained a component of structured WIL or not. However, in nearly all the other cases some or other form of structured practical training forms an important part of the curriculum. Germany is probably an example of where this component seems best managed as part of its strong emphasis on agricultural vocational training and where their agricultural internships seem to be of an even longer period than would be the norm in South Africa. In the case of the USA, although specifically provided for, their WIL component seemed generally to be of shorter duration than is the case with the South African ATIs; and Higher education providers of AET are also involved in a variety of short learning programmes mainly centred on aspects of agricultural extension while they also engage in continuous professional development programmes for agricultural practitioners. These short learning programmes in many cases cover levels of learning below as well as above that of higher education. 

    ARTICULATION OPTIONS 
    This qualification allows for possibilities of both horizontal and vertical articulation.

    Horizontal Articulation:
  • Diploma in Management Sciences, Level 6.

    Vertical Articulation:
  • Bachelor of Agriculture, Level 7. 
    		•

    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.
     
    NONE 


    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.