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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Hospitality and Professional Cookery 
SAQA QUAL ID QUALIFICATION TITLE
111829  Advanced Diploma in Hospitality and Professional Cookery 
ORIGINATOR
Cape Peninsula 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
Advanced Diploma  Field 11 - Services  Consumer Services 
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  2019-09-03  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 Hospitality and Professional Cookery is to deliver learners who would be able to apply specialised professional cookery, chef management knowledge, principles, and skills. It will provide vocational, professional preparation or specialisation for learners who have a Bachelor's or Diploma qualification.

The core components will be professional cookery operations and professional gastronomy as this forms the vertical spine of the qualification as it builds upon one of the key thrusts of the Diploma, namely Operations, Management and the Theory of Gastronomy. In the Research module, a research orientated approach in the solving of complex theoretical and practical problems in the food and beverage industry will be followed. Learners will integrate their knowledge in engaging in research elements to facilitate a research approach for investigating issues and concerns in the disciplinary field.

The qualifying learner will be competent in consistently using a variety of technical, managerial and personal skills and strategies in the everyday operations of the chef industry. The successful learner will have developed a sound foundation for progression into management and industry leadership positions, they will have the ability to identify and pursue entrepreneurial opportunities and will be able to demonstrate relevant knowledge of the chef industry and apply the knowledge in practice by supporting, monitoring, managing the back of house sector to the expected level of competence and professionalism. The areas of activities within the qualification focus on the development of graduate attributes, skills and competencies for various roles within the professional cookery sector. The ratio of conceptual to contextual knowledge varies but conceptual knowledge focusing on concepts, principles and perspectives forms approximately 30% of the subject content in each subject. In all subjects, contextual knowledge comprises approximately 70% and includes work-directed, problem-based and project-based learning.

Furthermore, the learner will develop as a professional chef who will be able to demonstrate skills, competencies, and knowledge and perform adequately in the workplace. The learner will be able to collect, analyse, organise and critically evaluate related information to attend to the management needs of the industry (leadership and management skills) and stay continuously updated with changing environments and niche markets in order to develop innovative marketing, management, and back of house strategies. These elements and dimensions of practice are underpinned and reflected in the Exit Level Outcomes of the Advanced Diploma in Hospitality and Professional Cookery.

The learners will have specific knowledge that focuses on the development of graduate skills and competencies for the chef field of study. Furthermore, the learner will develop as professional chef practitioners who can demonstrate skills, competencies, and knowledge and perform adequately in the workplace. This qualification will equip learners to achieve sustainable development, promote environmental awareness, and improve the welfare of local communities by supporting the local economy. The intention of this qualification is therefore to develop learner awareness, understanding and appreciation of related hospitality management principles and an understanding and appreciation of self-employment opportunities through acquiring entrepreneurial skills.

Rationale:
The rationale for the Advanced Diploma in Hospitality and Professional Cookery qualification is that it is specifically designed to provide broad-based education in Professional Cookery. This qualification allows the learners to embrace a broader opportunity for employment and career related goals. The Advanced Diploma will ensure that middle-level management and senior positions in the back of house chef division of the hospitality sector have the requisite competencies and associated proficiency to succeed. The academic rationale of the Advanced Diploma in Hospitality and Professional Cookery represents a blend of conceptual and contextual knowledge, skill and applied competence which is appropriate to the purpose of the qualification and the nature of the profession whether as a chef or others related hospitality manager positions. The main study area opens up a career pathway to senior Chef Positions.

The National Skills development plan of South Africa aims to promote the development of chefs and plans to formulate, update and monitor related policies and procedures in collaboration with relevant stakeholders. The Advance Diploma in Hospitality and Professional Cookery is located in this major tourism hub to support this dynamic industry with its demanding the need for chefs. There is currently a scarcity of high-level skilled chefs which includes middle and top management positions as the industry requires competent learners to conduct research and assist in the continuous formulation of policies for the industry. Stakeholder engagement indicated support for the qualification type in light of the fact that the qualification offers intensive and focused applied specialisation in the niche area of the Chef field. The occupations and job opportunities within the chef field relate to areas such as hospitality sector, small and medium business owners, the accommodation sector, restaurant sector and the travel and tourism sector.

In addition, the chef field is considered as a labour-intensive sector with a supply chain that links to various business sectors and has been earmarked as part of the government's planning and policy framework. This qualification type relates to the nature, purpose and characteristics of the chef field.

The Advanced Diploma Hospitality and Professional Cookery will encourage learners to integrate theory and applied management competencies, to contribute effectively to the back of house, chef support sectors and stakeholders. Furthermore, the qualification aims to contribute to the full personal development of each learner as a productive member of society and provide a platform to further their learning and career paths within the broader hospitality industry. This qualification is designed to prepare learners for further postgraduate study through understanding theories, methodologies, and practices, specifically that of the tourism industry, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related challenges through the selection and utilisation of appropriate teaching and learning methods.

The Professional Cookery qualification resorts under SETH (School of Sport, Events, Tourism and Hospitality) with other related qualifications and two NRF (National Research Fund) rated researchers. CETRA (Centre for Tourism Research in Africa) is part of SETH and facilitates research activities in the tourism, gastronomy, beverage, hospitality, sport and event management disciplines. Furthermore, CETRA joins all researchers, lecturers, and practitioners, together to foster research and tourism development globally. The advancement and complexity in terms of knowledge is reflected in the five subjects of: Hospitality Management 4, Environmental Risk Management and Advanced Hospitality Research and the field specific subject of Professional Cookery Operations 4 and Professional Gastronomy 4.

The design of this qualification will also accommodate articulation possibilities for learners with a variety of management backgrounds and previously obtained qualifications. There are employees in the hospitality sector with other related qualification who wants to improve their qualifications and progress to Masters and Doctoral Degree level but do not want to progress through the academic Honours qualification. The Advanced Diploma and Postgraduate Diploma will widen their access to higher qualifications. The qualification also provides the learner with the flexibility to articulate within the hospitality industry into a wide variety of specialisations and to operate in other industries where the hospitality arena is the eventual provider of product or service to the careers as a Chef.

The department does take cognisance of non-statutory bodies such as FEDHASA: Federated Hospitality Association of Southern Africa; CATHSETA: Cultural Arts Tourism Hospitality and Sport Sector Education and Training Authority; RASA: Restaurant Association of South Africa, TESA: Tourism Educators South Africa; HEPSAS: Hospitality Education Providers South Africa; and the institution is engaging with professional industry bodies, members, youth and current tourism agencies such as NTRKF (National Tourism Research Knowledge Forum); SATSA (Southern Africa Tourism Services Association); and TBCSA (Tourism Business Council of South Africa). All of these bodies promote hospitality management as an integrated management discipline and profession and to pro-actively work towards improving the quality of life of the customer in the hospitality industry. An additional career pathway for learners completing the Advanced Diploma is teaching or lecturing. Thus this qualification is recognised by the Department of Higher Education and Training (DHET) for entrance into a Postgraduate Certificate in Education (PGCE). The qualification will enable a learner to teach Hospitality Studies at a secondary school, to lecture hotel, tourism or food or food related subjects at a TVET (Technical Vocational Education and Training) college.

Through staff membership of the SA Chef Association, annual chef competitions, recruitment assessment of lecturer skills and regular networking liaised with the SA Chef Association regarding the structure of qualifications. Operating a fully functioning restaurant at the institution also allows for interaction with this professional body. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In accordance with the National RPL requirements and the institutional RPL policy and practices learners who submit a body of evidence of non-formal and formal learning will be considered for admission to this qualification. RPL applications will be dealt with on an individual basis. Recognition of Prior Learning is therefore the comparison of the previous learning and experience of a learner howsoever obtained against the Exit Level Outcomes required for a specified qualification and the acceptance for purposes of qualification of that which meets the requirements. Applicants with extensive experience or knowledge can apply for PRL.

Firstly, the process is about identifying what the learner knows and can do; then matching the learner's skills, knowledge and experience to specific standards and the Associated Assessment Criteria of a qualification; and then assessing the learner against those standards; and then crediting the learner for skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past.

The criteria that will be considered when an RPL application is made are: skills and knowledge required for the qualification demonstrated by the learner; the level of the subject will determine the level of evidence required; the experience gathered by the learner will be acknowledged in relation to how the skills competencies and attributes relate to subject/s; the level of academic engagement in the workplace will be reviewed, such as research conducted for presentations, report writing and professional business communication; RPL criteria are not limited to work experience and knowledge gained, but will incorporate aspects of non-formal learning such as knowledge, skills and experience gained from involvement in community-based organisations or organs of civil society; the types and levels of academic background knowledge will be reviewed as these may be acquired via various channels and events in non-formal and informal education.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • National Diploma: Hospitality Management, NQF Level 6.
    Or
  • Three-year undergraduate degree in Hospitality/Catering Management, NQF Level 6.
    Or
  • National Diploma in Hospitality and Professional, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 122 Credits.

    Compulsory Modules, NQF Level 7, 122 Credits:
  • Advanced Hospitality Research,18 Credits.
  • Hospitality Management 4, 20 Credits.
  • Hospitality Environmental Risk Management, 20 Credits.
  • Professional Cookery Operations 4, 32 Credits.
  • Professional Cookery Gastronomy 4, 32 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence and apply knowledge and understanding of research skills relevant to the hospitality/professional cookery field.
    2. Develop and demonstrate the knowledge and skills of the marketing instruments and expand practical knowledge of marketing research to enable the marketing strategy to be learned and understood to be used in the hospitality/professional cookery industry.
    3. Identify and apply environmental laws and regulations to ensure sound environmental practices relating to chemical usage, supplier compliance, water, waste and electricity.
    4. Develop, apply and evaluate theoretical and practical components of product development through a research project. Content will include aspects of product development from developing the idea, developing of product, product testing and product marketing including consumer testing.
    5. Investigate the advanced contemporary context of gastronomy by exploring the development of gastronomy and its application to food tourism in the 21st century through project and problem base learning, particularly in the areas of nutrition, food security, community development, and environmental sustainability to gain a holistic view of the impact of food, food science, and nutrition globally.
    6. Cultivate research orientated approach in attaining information and solving theoretical and practical problems within the field of professional cookery and act in a professional, ethical and accountable manner within in the hospitality/professional cookery industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Contextualise and interpret integrated knowledge of the main areas of hospitality/professional cookery management, including an understanding to apply and evaluate the key terms, concepts, facts, principles, rules and theories of Hospitality/professional cookery through the scope of knowledge.
  • Identify, analyse, critically reflect on and address complex problems, apply evidence-based solutions and theory-driven arguments.
  • Demonstrate research skills relevant in the hospitality/professional cookery field of practice or profession following legitimate research design.
  • Develop and communicate one's own ideas and opinions in well-formed arguments, using appropriate academic, professional or occupational discourse.
  • Take decisions and act ethically and professionally and justify these decisions and actions drawing on appropriate ethical values and approaches with a supported environment.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand and demonstrate business strategy in the context of a hospitality/professional cookery business.
  • Construct a review of literature in the form of journal articles of the five stages of a strategy to demonstrate a wider learning and value of strategy as it pertains to a hospitality/professional cookery business.
  • Demonstrate knowledge of the content of an environmental scan as it applies to the hospitality/professional cookery industry and environments and demonstrates the expertise of the analysis of the information using the Strengths, Weaknesses, Opportunities, and Threats (SWOT) or Strengths, Opportunities,
    Aspirations and Results (SOAR) models.
  • Develop direction for a hospitality/professional cookery business by showing the understanding of the construction of a mission with the associated values, beliefs, and ethos of a hospitality/professional cookery business.
  • Demonstrate the ability to formulate a hospitality/professional cookery business strategy and objectives with the necessary action plans to achieve the strategy and objectives set.
  • Demonstrate the implementation process using leadership and management skills to motivate teams to perform to achieve the strategy and objectives in a hospitality/professional cookery business.
  • Demonstrate a working knowledge of e-commerce and social media marketing.
  • Demonstrate how to use marketing research to improve hospitality/professional cookery marketing strategic decisions.
  • Identify and describe consumer behaviour pattern to assist with hospitality/professional cookery strategic decisions.
  • Explain the segmentation process and analyses of the segment(s) to assist with strategic decisions in a hospitality/professional cookery business.
  • Understand the use of the market instruments to develop hospitality/professional cookery marketing strategy.
  • Demonstrate how the changes in the product/service life cycle of hospitality/professional cookery products/services will impact the hospitality/professional cookery marketing strategy.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Understand the importance and the application of an environmental audit in a hospitality/professional cookery environment.
  • Investigate industry environmental policies and design and set up your own environmental policy in a hospitality/professional cookery industry environment.
  • Analyse in-depth the interventions hospitality/professional cookery industry environments have put in place relating to environmentally conscious technological installations; construction methods; Procurement and Operational practices relating to chemical usage, water, waste and energy.
  • Design an eco-friendly restaurant/kitchen/hotel in conjunction with environmental specialist consultants.
  • Understand all safety and security standards, relating to greening that must be applied in a hospitality/professional cookery industry environment which will ensure compliance with legislation.
  • Evaluate the financial implications that greening has on the bottom line.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify, discuss and apply all research methodology aspects within a specified research project.
  • Identify aspects and flow of product development from a theoretical perspective.
  • Design and develop a specific product relevant to the food and hospitality/professional cookery industry through the application of product development models.
  • Review relevant information and case studies pertinent to specific product development procedures.
  • Interpret information and success rate of the developed product and consider marketing instruments.
  • Evaluate and summarise information relating to the developed product.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Design and develop a written research project culminating in an oral presentation of complex ideas and arguments in scholarly and professional contexts of gastronomy.
  • Ensure that the student integrates their learning experiences into a coherent, focused project that effectively blends theory and practice.
  • Promote collaborative learning; build mutual understanding and a greater breadth of perspectives on the topics and issues the students are investigating, as well as to improve their problem-solving and presentation skills with the gastronomy context.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate a critical understanding of the research process considering the range of research methodologies applied within the discipline professional cookery.
  • Generate a research problem statement and background, research question(s), aim(s) and/or objective(s) deliberating the relevance, scope, feasibility, etc. for the provided research.
  • Critically reflect on the information gathering, data management and assimilation processes of constructed research tools in the disciplinary field.
  • Present an apt research design and methodology for an investigation to resolve a concern and/or issue in consumer science in food and nutrition considering the range of methods of inquiry applied in the disciplinary field.
  • Conceptualise gathered data/findings in the disciplinary field to present fitting conclusions and recommendations for the gathered information on the research problem.

    Integrated Assessment:
    A system of integrated, continuous assessment is used. A learner's academic progress and performance is evaluated by regular assessment opportunities, both formative and summative, with a final summative assessment. There is an appropriate balance between formative and summative assessments. Formative assessments e.g. class discussions, presentations, self-reflection paragraphs, take place during the process of teaching and learning.

    The purpose of formative assessment is the development of learners' abilities and enables them to monitor their own progress. Summative assessment is formalised assessment e.g. individual/group projects which are used to indicate whether the Exit Level Outcomes of the qualification have been reached. The emphasis is on integrated assessments and learners need to demonstrate by means of a project/s the integration of their food and beverage knowledge in e.g. the development of projects and assignments. The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated Exit Level Outcomes have been achieved. All assessments integrate knowledge, skills, attitudes, abilities and applied competence that link to subject outcomes. Where possible, assignments linked to subjects will be merged to integrate subject assessments into one project. 
    		•

    INTERNATIONAL COMPARABILITY 
    Comparability of modules and the qualification design, enabled the academic department to compare and evaluate the qualification, establishing good practice and identify areas for improvement. International comparisons, in terms of the purpose of the qualification and subject structures, was done with the following institutions: University of Birmingham University College in the United Kingdom (UK), the University of Queensland in Australia; William Angliss Institute in Australia and Johnson and Wales University in the USA. Close correlation, in terms of subject names and content, were found between the listed institutions. The CTHS has had partnerships agreements with some of these institutions. CTHS learners articulate with ease into e.g. the postgraduate qualification offered Birmingham University College in the UK and have graduated with their degree with honours.

    The University of Queensland and William Angliss Institute, Australia:
    The two institutions in Australia namely University of Queensland and William Angliss Institute compare well regarding the culinary, nutrition aspects and the food systems. The content of the culinary and food relates to the professional cookery, kitchen and chef matter and how to understand and cognise why food behaves under different conditions of preparing processing and serving and storage. The similarities are also in the content relating to the safety and quality of the kitchen zones and food areas. The William Angliss Institute is a specialist training provider for the food, culinary, tourism, hospitality, events and hotel management industries.

    Some of the qualifications offered at the William Angliss Institute, Australia are:
  • Bachelor of Culinary Management.
  • Bachelor of Food Studies and Community Engagement.
  • Bachelor of Food Studies.
  • Bachelor of Food Studies and Community Engagement.
  • Bachelor of Culinary Management.

    Some of the qualifications offered at the University of Queensland are:
  • Bachelor of Business (Hospitality Management).
  • Bachelor in Food Entrepreneurship.
  • Bachelor of Food Science and Nutrition.
  • Bachelor of International Hotel and Tourism Management.

    Johnson & Wales University (JWU), United States of America:
    The qualifications at the Johnson & Wales University (JWU) in the United States of America are qualifications for Culinary Arts education. As the JWU curriculum strikes a balance between business management and the art of cooking, it relates to this qualification. The strong business foundation compares well with this qualification.

    Both this qualification and JWU Providence's qualifications, combine the craft and art of cooking with science and nutrition, management skills, global citizenship and a variety of work experience opportunities. The qualifications provide the learners with analytical, critical thinking, and communications skills. The Advanced Diploma has similar modules such as culinary, gastronomic and operations, professional cookery, food, management. While the vocabulary may differ, all these qualifications combine relevant elements of food, culinary, management science, financial accounting, marketing, law, economics, food and beverage service, gastronomy; housekeeping, nutrition; communication and information systems.

    Some of the four year qualifications offered at Johnson & Wales University USA are:
  • Bachelor of Science (BS) Culinary Arts.
  • Bachelor of Science (BS) Culinary Arts and Food Service Management.
  • Bachelor of Science (BS) Culinary Arts and Food & Beverage Industry Management.
  • Bachelor of Science (BS) Baking & Pastry Arts and Food Service Management.
  • Bachelor of Science (BS) Baking & Pastry Arts & Food & Beverage Industry Management.
  • Bachelor of Science (BS) Sustainable Food Systems.
  • Bachelor of Science (BS) Culinary Science & Product Development.
  • Bachelor of Science (BS) Food & Beverage Entrepreneurship.
  • Bachelor of Science (BS) in Food Service Entrepreneurship.
  • Bachelor of Science (BS) in Food Marketing.
  • Bachelor of Science (BS) in Hotel and Lodging Management.
  • Bachelor of Science (BS) in International Hotel and Tourism Management.
  • Bachelor of Science (BS) in Restaurant, Food, and Beverage Management.

    University College Birmingham (UCB), United Kingdom:
    The University College Birmingham (UCB) provides career-focused, vocational qualifications similar to this qualification in Professional Cookery. The qualifications cater to work in the food profession, hospitality, events and tourism. The qualifications also equip learners with the skills to succeed in any chef arena. The difference is that UCB highlights the culinary, food, nutrition and management modules whereas this qualification focuses on gastronomy, culinary, management, kitchen operations and software modules.

    Some of the courses offered at the University College Birmingham, United Kingdom are four years:
  • Culinary Arts Management BA (Hons)/FdA.
  • Food and Nutrition BSc (Hons)/FdSc.
  • Food Development and Innovation BSc (Hons)/FdSc.
  • Food and Nutrition BSc (Hons)/FdSc.
  • Hospitality and Tourism Management BA (Hons)/FdA.
  • International Hospitality Business Management BA (Hons)/FdA.
  • International Tourism Business Management BA (Hons)/FdA.
  • Hospitality with Events Management BA (Hons)/FdA.
  • Events Management BA (Hons)/FdA.
  • Hospitality Business Management BA.
  • Events Management BA (Hons)/FdA. 
    		•

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

    Horizontal Articulation:
  • Postgraduate Certificate in Education (Senior Phase and Further Education and Training), NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Hospitality Management, NQF 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. Cape Peninsula 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.