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: 

Diploma in Culinary Arts 
SAQA QUAL ID QUALIFICATION TITLE
122030  Diploma in Culinary Arts 
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
Diploma (Min 360)  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
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
Registered  EXCO 0922/24  2024-03-07  2027-03-07 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-03-07   2033-03-07  

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 
The purpose of the Diploma in Culinary Arts is to develop learners who can demonstrate focused knowledge and skills in a particular field. Diplomas are typically vocational with a focus on the application of knowledge and skills in the workplace and hence normally include a period of workplace-based learning which may take the form of WIL.

The proposed qualification in Culinary Arts is a career-oriented programme designed for learners who are interested in pursuing a career as a chef in any hospitality-related environment. The focus is on the development of fundamental skills and knowledge in the culinary arts and the ability to apply the knowledge, skills, and attributes in a professional culinary setting. Learners are trained to achieve a high degree of professionalism and to focus on the quality of the product and customers' expectations.

The qualification will benefit learners, society, and the economy, through the development of advanced knowledge and skills and improved employment opportunities. Learners will possess the University of Mpumalanga values including being socially aware agents of change which should bring benefits to society. Benefits to the economy will flow from the continued development of the Hospitality and Tourism industry.

The qualifying learner will be able to:
  • Describe, discuss, illustrate, and practice proper health, safety, and sanitation practices at all times.
  • Apply routine and advanced kitchen equipment and hand tools efficiently and effectively and in accordance with health and safety protocols.
  • Practice and perform work in a logical, efficient, and organized manner both as an individual and as part of a team in the teaching and commercial kitchens.
  • Discuss the roles and functions of the ingredients with emphasis on the scientific basis for the functions of a wide range of simple and advanced dishes and products.
  • Apply classical and contemporary culinary principles and techniques during food preparation to ensure flavour, texture, and consistency in menus.

    Rationale:
    The Mpumalanga Provincial Growth and Development Strategy (PGDS) has identified hospitality, which includes tourism and catering, as a priority sector in the province which has the natural and cultural resource base upon which to develop a sustainable industry. Any growth or development in the Hospitality and Tourism Industry in South Africa will require an equivalent growth and development in the catering industry and an increase in the number of well-trained learners.

    The catering industry does not only serve hospitality and tourism but chefs are required in a wide range of other government and private industries and establishments including but not limited to hospitals and prisons, schools, colleges and universities, large private companies and any private or public enterprise that employs a substantial workforce is likely to provide dining facilities with one or more catering staff. Entrepreneurial opportunities in the formal and informal sectors abound for chefs.
    The benchmarking study undertaken as part of the programme development process included a needs analysis which indicated the demand for learners who are trained in a diverse range of culinary styles including modern African cuisine and who demonstrate very high levels of professionalism and customer care. For example, a report from the Culture, Arts, Tourism, Hospitality and Sport Sector Education and Training Authority (CATHSSETA; 2021), reports chefs as a position where qualified and experienced people are scarce and that many chefs will retire in the next few years and their replacement will be difficult. As a result, there is a need to upskill emerging talent and draw on the vast knowledge and practical experience that currently exists in the industry.

    An important part of the rationale is that the University has identified hospitality and tourism as a focus area and has, as indicated above, developed and launched programmes in Hospitality Management (Diploma to post Diploma), Tourism (major subject in the BA) and Event Management (Higher Certificate). The University has a state-of-the-art and recently opened facility for the School of Hospitality and Tourism Management that includes dedicated teaching and learning venues with two teaching kitchens, a professional demonstration kitchen, a staff restaurant, a small conference facility and a 25-bed hotel. The proposed Diploma in Culinary Arts will make the best use of all these facilities.

    Finally, while a number of private institutions of higher education offer various qualifications in cookery, the proposed qualification will be the first offering Culinary Arts at a university in South Africa.

    The proposed Diploma in Culinary Arts forms part of the Diploma - Advanced Diploma - Post Diploma pathway and allows articulation into the research pathway, with the possibility of exiting at any stage to join the workforce. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4, granting access to Diploma studies.
    Or
  • Senior Certificate (SC), NQF Level 4, without endorsement.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.
    Or
  • Higher Certificate in Culinary Skills, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

    Compulsory modules, NQF Level 5, totalling 120 Credits.
  • Culinary Arts 101, 15 Credits.
  • Baking and Pastry Arts 101, 15 Credits.
  • Garde Manger 101, 12 Credits.
  • End User Computing 101, 12 Credits.
  • Food and Beverage Studies 101, 12 Credits.
  • Culinary Arts 102, 15 Credits.
  • Baking and Pastry Arts 102, 15 Credits.
  • Garde Manger 102, 12 Credits.
  • Food and Beverage Studies 102, 12 Credits.

    Compulsory modules, NQF Level 6, totalling 240 Credits.
  • Culinary Arts 201, 15 Credits.
  • Baking and Pastry Arts 201, 15 Credits.
  • Garde Manger 201, 10 Credits.
  • Cuisines of Africa 201, 10 Credits.
  • Food and Wine pairing 201, 10 Credits.
  • Work Simulated Experience, 60 Credits.
  • Culinary Arts 301, 15 Credits.
  • Baking and Pastry Arts 301, 15 Credits.
  • International Cuisine, 10 Credits.
  • Creativity and Entrepreneurship 301, 10 Credits.
  • Food and Media Studies, 10 Credits.
  • Culinary Operations Practice (WIL) 302, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Describe, discuss, illustrate and practice proper health, safety, and sanitation practices at all times.
    2. Apply routine and advanced kitchen equipment and hand tools efficiently and effectively and in accordance with health and safety protocols.
    3. Practice and perform work in a logical, efficient, and organized manner both as an individual and as part of a team in the teaching and commercial kitchens.
    4. Discuss the roles and functions of the ingredients with an emphasis on the scientific basis for the functions of a wide range of simple and advanced dishes and products.
    5. Apply classical and contemporary culinary principles and techniques during food preparation to ensure flavour, texture, and consistency in menus.
    6. Apply nutritional principles during food preparation to maximize nutrient retention in prepared foods.
    7. Prepare a range of African and international dishes using appropriate ingredients and techniques to preserve and promote local culture, and that cater for a range of different dietary requirements.
    8. Plan and implement a range of culinary events, from developing the ingredient list, costing, planning, and marketing, to final implementation, that meet the expectations of the clients, and that cater for a range of different dietary requirements.
    9. Apply entrepreneurship concepts and principles to identify business opportunities and establish culinary enterprises.
    10. Apply management and leadership principles in the day-to-day running of a kitchen to optimize productivity. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Describe and discuss health safety and sanitation protocols in the kitchen in the context of legislation and best practices.
  • Apply personal work in the kitchen adhere to all health safety and sanitation and adhere to dress protocols.
  • Apply knowledge of cleaning and handling raw ingredients according to best practices to avoid cross-contamination.
  • Apply routine and advanced kitchen equipment in accordance with best practices and established protocols.
  • Maintain and store hand tools including knives in accordance with best practices and established protocols.
  • Identify poor practices of work, recommend remedial actions and attend to and reflect on issues of health and safety.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Correctly identify standard kitchen equipment, and describe, and discuss any health and safety issues.
  • Correctly apply standard kitchen equipment and advanced kitchen equipment and reflect on issues of health and safety.
  • Correctly identify different types of knives used to perform a range of different cuts.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Prepare a range of simple dishes and show the implementation of the basic principles of Mise en Place.
  • Prepare and produce a range of advanced and complex dishes efficiently and effectively through an application of the principles of Mise en Place.
  • Agree on group work responsibilities, organise work and produce dishes on time.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Correctly identify a comprehensive range of standard ingredients, and describe, their use, including a discussion of the scientific basis.
  • Correctly identify, and discuss specialised ingredients associated with specific cuisines from Africa and around the world and appropriately apply them in a range of dishes.
  • Correctly handle and store ingredients for a wide range of simple and advanced dishes.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Describe and discuss classic and contemporary culinary principles and techniques with reference to dishes.
  • Produce hot and cold dishes with the expected flavour, texture, and consistency as a result of the application of classical and contemporary culinary principles and techniques.
  • Apply classical and contemporary culinary principles and techniques to produce products such as breads and pastries to achieve the expected flavour, texture, and consistency.
  • Apply classical and contemporary culinary principles and techniques to preserve foods including meats and vegetables, pickles, condiments, and jams to achieve the expected flavour, texture and consistency.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Discuss and apply nutritional principles during food preparation to maximize food retention.
  • Select and correctly use methods of food preparation to optimise the retention of nutrients and flavour.
  • Optimise the retention of nutrients and flavour through a correct selection of the methods of food preservation.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Critically compare and discuss the cuisines of South Africa and Africa, including the history of the development of South African cuisines.
  • Critically compare and discuss the cuisines of a number of countries outside of Africa.
  • Plan menus that showcase a range of African and International dishes and that cater for a range of dietary requirements.
  • Prepare and elegantly present a range of African and International dishes, demonstrating a sound understanding of the special nature of the cuisine and the special techniques.
  • Apply knowledge of and host events where African and a range of international dishes are served.

    Associated Assessment Criteria for Exit Level Outcomes 8.
  • Comprehensively plan and reflect documents that include a menu that addresses the needs of the client, including alternative dishes to meet specific dietary requirements.
  • Develop and prepare recipes for the menu and a comprehensive list of ingredients with costs.
  • Identify staffing needs, and responsibilities and provide schedules that meet ethical requirements.
  • Arrange the kitchen to ensure the efficient and effective production of the dishes.

    Associated Assessment Criteria for Exit Level Outcomes 9.
  • Critically discuss concepts and principles of entrepreneurship with reference to case studies of culinary enterprises.
  • Accurately apply concepts and principles of entrepreneurship to identify and assess a potential business opportunity.
  • Professionally present a proposal for a new culinary venture that includes all the key components of a good proposal.

    Associated Assessment Criteria for Exit Level Outcomes 10.
  • Critically discuss principles of management and leadership with reference to case studies.
  • Effectively apply principles of management and leadership in the day-to-day running of a kitchen resulting in the optimization of productivity.
  • Communicate clearly and unambiguously such that all team members understand their roles and responsibilities.
  • Appreciate diversity to enable all team members to contribute positively to the work. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Singapore
    Institution name: At-Sunrice GlobalChef Academy.
    Qualification title: Diploma in Culinary Arts
    Duration: 18 months

    Entry requirements:
  • Obtained at least a pass at high school diploma or equivalent qualifications.
    And
  • Possess a minimum of 1 week of working experience in any Food and Beverage (F&B)-related establishments and should be at least 17 years old.

    Purpose:
    This diploma allows learners to go on an experiential journey during which they learn a wide range of cooking techniques - from the fundamentals to the advanced of Eastern and Western cuisines. They will also take part in an enriching apprenticeship programme working in established hotels and restaurants (both Asian and Western) that will groom you for the vibrant F&B industry during your course of study.

    Graduates may progress to degree courses at Partner Universities.

    Course structure:
    Module
    Food Safety Course Level 1
    Prepare and Serve Wines, compares with Food and Wine pairing.
    Prepare Equipment and Ingredients
    Prepare Advanced Chinese Stir Fried Dishes
    Prepare and Serve Alcoholic Beverages
    Prepare Advanced Dim Sum Dishes
    Produce La Mien and Prepare the Dishes
    Prepare Spices, Seasonings and Marinades
    Prepare Singapore Heritage Dishes
    Conduct Staff Performance Assessment Processes
    Prepare Herb & Spice Blends of Various Cuisines
    Prepare Vegetables, Fruits, Nuts and Mushrooms
    Use Herbs & Spices in Various Cuisine Preparation and Presentation
    Prepare Meat and Poultry for Cooking
    Develop and Implement Budget
    Prepare Fish and Seafood for Cooking
    Prepare Various Types of Cuisines, compares with International Cuisine.
    On-the-job training compares with Work Simulated Experience.

    Similarities:
  • The At-Sunrice GlobalChef Academy (ASGA) and the South African (SA) qualifications share similar entry requirements.
  • The ASGA qualification accepts learners who have completed a High School Diploma, which is equivalent to an SA Senior Certificate.
  • Both qualifications share a similar purpose.
  • The ASGA qualification allows learners to go on an experiential journey during which they learn a wide range of cooking techniques and take part in an enriching apprenticeship programme working in established hotels and restaurants.
  • The SA qualification is typically vocational with a focus on the application of knowledge and skills in the workplace and hence normally includes a period of workplace-based learning which may take the form of WIL.
  • Both qualifications share similar modules such as Prepare and Serve Wines, comparable to Food and Wine pairing, Prepare Various Types of Cuisines, comparable to International Cuisine and On-The-Job Training comparable to Work Simulated Experience.
  • Both qualifications vertically articulate into a bachelor's degree in the related field.

    Differences:
  • The ASGA qualification is offered over 18 months, whereas the SA qualification is offered over three years.

    Country: Malaysia
    Institution name: Taylor University in Malaysia
    Qualification title: Diploma in Culinary Arts
    Duration: 2 years
    Entry requirements:
  • Pass with min. 3 credits including a pass in Bahasa Melayu and History
    Or
    O-Level Pass with min. 3 credits
    Or
    Unified Examination Certificate (UEC)

    Purpose:
    The two-year Diploma in Culinary Arts qualification is designed to equip learners who wish to pursue culinary arts with fundamental skills in culinary arts and strong product knowledge, as well as the ability to perform and organise food production.

    This qualification is designed to meet the increasing demand for versatile professionals in the dynamic culinary world. Learners will showcase their culinary skills in Western and Asian cuisine, garde manger, pātisserie & bakery, confection, and artistic disciplines. Additionally, they will learn to analyze food marketing and acquire essential business knowledge to open and manage a catering venture.

    Course structure:
    Modules
  • Principles of Marketing
  • Business of Hospitality and Tourism
  • Cuisine of Asia
  • Patisserie and Bakery Confections
  • Food and Beverage Service compares with Food and Wine pairing.
  • Fundamentals of Culinary, compares with Culinary Arts.
  • Introduction to Pastry and Bakery compares with Baking and Pastry Arts.
  • Food Hygiene and Sanitation
  • Industrial Training compares with Culinary Operations Practice (WIL).
  • Essential Cuisine Techniques
  • The Arts of Garde Manger compares with Garde Manger.

    Similarities:
  • The Taylor University (TU) and the South African (SA) qualifications share a number of modules including Culinary Art Studies, Pastry and Baking, Garde Mange, Cuisines and Food, Beverage Studies and entrepreneurship. Both qualifications include periods of workplace-based learning.
  • The TU qualification accepts learners who have completed an O-level qualification which is comparable to SA entry requirements.
  • The SA qualification accepts learners who have completed a Senior Certificate.
  • The SA qualification focuses on developing learners' fundamental skills and knowledge in the culinary arts and the ability to apply the knowledge, skills, and attributes in a professional culinary setting, similarly,
  • The TU qualification is designed to equip learners who wish to pursue culinary arts with fundamental skills in culinary arts and strong product knowledge, as well as the ability to perform and organise food production.

    Differences:
    The SA qualification is offered over three years whereas the TU qualification is offered over two years. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Diploma in Hospitality and Food and Beverage Management, NQF Level 6.
  • Diploma in Hospitality and Professional Cookery, NQF Level 6.
  • Diploma in Professional Cookery and Kitchen Management, NQF Level 6.
  • Diploma in Hospitality and Food and Beverage Management, NQF Level 6.
  • Diploma in Food and Beverage Operations Management, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Food and Beverage Management, NQF Level 7.
  • Advanced Diploma in Hospitality and Food and Beverage Management, NQF Level 7.
  • Advanced Diploma in Hospitality and Professional Cookery, NQF Level 7.
  • Bachelor of Science in Consumer Science in Hospitality and Tourism, NQF Level 7.
  • Bachelor of Hospitality Management, NQF Level 7.

    Diagonal Articulation
  • Diagonal articulation options not available. 
    		•

    MODERATION OPTIONS 
    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.