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 THAT HAS PASSED THE END DATE:

National Higher Certificate: Food and Clothing Technology

SAQA QUAL ID	QUALIFICATION TITLE
14675	National Higher Certificate: Food and Clothing Technology
ORIGINATOR
Committee of Technikon Principals
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Higher Certificate	Field 06 - Manufacturing, Engineering and Technology		Manufacturing and Assembly
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 1536/01	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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

A candidate at this level is competent in:

the effective supervision of food preparation in a safe and hygienic environment;

the effective design and construction of garments using specialised fabrics and techniques

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

NQF level 5A or Certificate in Food and Clothing

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The qualification will be awarded to a learner who has provided evidence to the satisfaction of the assessors that the stated competence of the qualification, as detailed in the specified outcomes, has been achieved, either through education and training in a single provider's learning programme, or through experience that complies with the stated specified outcomes.

EXIT LEVEL OUTCOMES

1. Learners will be able to communicate effectively through promotions, and to use information productively within the Food and Clothing industry
2. Learners will to be familiar with concepts related to product handling in the Food and Clothing industry and be able to perform basic activities in effective product handling.
3. Learners will be able to demonstrate basic theoretical and practical knowledge and skills concerning food and beverage services.
4. Learners will be familiar with the basic supervisory and managerial functions and financial procedures applicable to the Food and Clothing industry.
5. Learners will be able to effectively perform more advanced food preparation in a safe and hygienic environment within the sphere of professional food preparation
6. Learners will be able to apply their knowledge of nutrients by training and giving nutritional guidance to the general public on the necessity of healthy and balanced feeding in the most economical way.
7. Learners will be able to effectively design and construct garments using specialized fabrics and techniques.
8. Learners will be able to give professional demonstration and promote a product.

Specified Outcomes:

1.1 Learners must use a computer to apply word processing skills in order to perform specific basic operations within the Food and Clothing industry. (F) 5 Credits (NQF 5B)
1.2 Learners must demonstrate computer database, spread sheet and presentation skills to perform specific tasks within the food and clothing industry. (F) 5 Credits (NQF 5B)

2.1 Learners must have and apply knowledge of personal, food and infrastructure safety and hygiene. (C) 2 Credits (NQF 5B)
2.2 Learners must have and apply knowledge of handling product control systems in an environmentally safe way. (C) 2 Credits (NQF 5B)
2.3 Learners must be able to supervise personal, food and infrastructure safety and hygiene. (C) 2 Credits (NQF 5B)

3.1 Learners must have a basic knowledge of restaurant service theory and restaurant equipment. (C) 4 Credits (NQF 5B)
3.2 Learners must have the basic skills required for preparing a venue or serving a customer. (C) 2 Credits (NQF 5B)
3.3 Learners must be able to interact with and oversee the hospitality operations staff under the control of a manager. (C) 2 Credits (NQF 5B)
3.4 Learners must have advanced restaurant service skills and knowledge of restaurant equipment. (C) 3 Credits (NQF B)
3.5 Learners must have knowledge of opening and operating a bar, as well as knowledge of wines and other drinks. (C) 3 Credits (NQF 5B)

4.1 Learners will have insight into the dynamics of the Food and Clothing industry. (C) 2 Credits (NQF 5)
4.2 Learners will understand the economics of the Food and Clothing industry. (C) 2 Credits (NQF 5B)
4.3 Learners will have an insight into the principles of financial management within the Food and Clothing industry. (C) 2 Credits (NQF 5B)
4.4 Learners will understand fundamental management principles, ethics and the code of conduct within the Food and Clothing industry. (C) 2 Credits (NQF 5B)
4.5 Learners will have insight into human resource development within the Food and Clothing industry. (C) 2 Credits (NQF 5B)

5.1 Learners must understand and apply more advanced scientific principles that govern food reaction, as well as the role of ingredients in order to produce more advanced dishes. (E) 5 Credits (NQF 5B)
5.2 Learners must master the correct techniques and skills in order to produce more advanced dishes. (E) 5 Credits (NQF 5B)
5.3 Learners must be able to practice their acquired knowledge of raw and processed food when choosing and purchasing food ingredients in order to produce more advanced dishes. (E) 4 Credits (NQF 5B)
5.4 Learners must develop further judgemental skills through the evaluation of products in order to produce more advanced dishes. (E) 4 Credits (NQF 5B)
5.5 Learners must obtain more advanced knowledge skills to identify appropriate themes and apply them in the intermediate sphere of professional food preparation. (E) 4 Credits (NQF 5B)

6.1 Learners must obtain knowledge of nutrients regarding energy and metabolism in order to promote health and balanced diets in the community. (E) 2 Credits (NQF 5B)
6.2 Learners must obtain knowledge of nutrition for the benefit of the different age groups during the life cycle. (E) 2 Credits (NQF 5B)
6.3 Learners must be able to adapt the normal diet to suit the nutritional needs of specific groups, e.g. athletes or cancer patients, to assist optimal performance. (E) 1 Credit (NQF 5B)

7.1 Learners must distinguish between various fabrics and styles appropriate to different figure types. (E) 11 Credits (NQF 5B)
7.2 Learners must construct more involved garments using appropriate fabrics. (E) 10 Credits (NQF 5B)
7.3 Learners must apply all relevant needlework techniques. (E) 10 Credits (NQF 5B)

8.1 Learners must be able to give educational demonstrations to promote the products of his/her employer, incorporating scientifically correct facts. (C) 7 Credits (NQF 5B)
8.2 Learners must be able to do research. (C) 8 Credits (NQF 5B)
8.3 Learners must know the principles of stimulating display. (C) 7 Credits (NQF 5B)

ASSOCIATED ASSESSMENT CRITERIA

1. Learners must provide evidence of being able to:

Apply word processing skills

Create a spread sheet

Type letters, menus, etc. on a computer.

Do oral promotions/presentations.
2. Learners must provide evidence of being able to:

Understand the functioning of basic food related micro-organisms

Explain and understand the terminology and principles of cleaning and sanitation, in order to design, implement and manage an effective cleaning and sanitation programme

Clean dishes manually or with a dishwasher

Plan and implement a pest control programme

Plan, organise and schedule a facility cleaning programme
3. Learners must provide evidence of being able to:

Prepare and describe various layouts for food service areas

Describe and perform basic service skills relating to food and beverage

Demonstrate the guest cycle.

Demonstrate and render effective service related to a wide range of beverages

Demonstrate theoretical knowledge of national and international wines

Apply advanced control systems applicable to food and beverage service

Practice protocol and etiquette and fulfill special customer needs

Demonstrate knowledge of skills applicable to tobacco service.

Discuss and apply the provisions of the most important liquor laws of South Africa.
4. Learners must provide evidence on being able to:

Identify the types of food service organisations and clothing factories in S.A.

Calculate the costs of a menu or garment and determine the selling price

Calculate a profit and loss statement for an organisation while taking all factors taken into account

Plan and evaluate a budget for an organisation

Plan and implement an induction programme for new employees

Determine employment needs

Identify recruitment sources

Plan and conduct interviews with potential candidates.

Co-ordinate and direct the work of employees

Follow the basic principles of disciplinary and grievance procedures

Plan and implement the visual tools of management, e.g. the organisation chart, job descriptions, job specifications and work schedules
5. Learners must provide evidence of being able to:

Demonstrate the acquired skills and techniques through application in the creation on dishes at an intermediate level.

Make responsible choices of raw and processed foods.

Evaluate foods on an intermediate level.

Make informed choices and applications regarding different themes on an intermediate level.
6. Learners must provide evidence of being able to:

Apply sound nutritional principles to menu planning for various groups or needs.

Plan and/or adept menus for health related problems (overweight, diabetes, and cholesterol restriction) as found in mainstream food and beverage outlets.
7. Learners must provide evidence of being able to:

Distinguish between various fabrics and styles appropriate to different figure types.

Construct involved garments.
Apply advanced needlework construction techniques.
8. Learners must provide evidence of being able to:

Plan and execute a promotion

Do a market survey

Plan and execute an exhibition with effective displays.

Integrated assessment:

Formative methods:

1) Task based assessment
Students acquire/develop knowledge through purposeful activity and discussions.

Definition of a learning task:

A learning task "is a goal-orientated, contextualised, authentic activity involving the integrated se of met cognitive, conceptual, procedural and representative knowledge designed to bring about further learning."

The dimensions of learning tasks are

Purpose and goal - the underlying reason for undertaking a task which should be representative of authentic activity outside the classroom. A task has a clear goal to be reached. Once the goal is reached, it is accepted that the student is competent in performing the specific task.

Context - the existence of an authentic set of circumstances in which the task is to be undertaken. Specifying this involves a consideration of where the task is taking place, when, with what resources, who are involved and what role they are playing.

Process - the interrelated set of executive action involved in completing the task. These involve interpreting what has to be done, planning, doing, monitoring, adjusting and evaluating and post-task reflecting.

Product - the result of completing a task. This usually is a visible end-of-task product, which may take the form, for example, of a creation or a report outlining findings or describing what was done.

Should the student be able to identify the factors involved in performing the task and thus successfully complete the task, it is accepted that the student is competent to contextualised a specific task.

2) Practical assignment.
Direct observation of the student performing a technical or practical assignment, or demonstrating interpersonal skills in a real, simulated or examination setting.
Checklists are used to determine competency.

3) Oral assessment
Face-to-face interaction between the student and the lecturer to specifically assess language and interactive skills.

Summative methods:

1) co-operative learning assessment
co-operative learning where a group offs students pursue academic goals through collaborative efforts. Students work together in small groups, draw on each other's strengths and assist each other in completing a project.

Each member of the group is given particular information on a subject, which is then discussed with their counterparts in the other groups. On their return they share their acquired knowledge with their team members. At a report back session their classmates and the lecturer assess the project by using specified criteria.

2) Assignments
Assignments must be completed by following set guidelines. The assignments are then marked according to specific criteria.

3) Tests and Examinations
These include closed book and open book tests and examinations.

certificate: Knowledge, comprehension and application are tested.

diploma: Knowledge, comprehension and application as well as analytical skills are tested.

First degree: Mainly synthesis and evaluation questions are included.

ARTICULATION OPTIONS

Vertically: First Degree in Food and Clothing.

Horizontally: Diploma in Food Service Management, Food and Nutrition or Clothing and Fashion.

MODERATION OPTIONS

SERTEC, HITB and CITB

CRITERIA FOR THE REGISTRATION OF ASSESSORS

SERTEC, HITB and CITB

NOTES

While South Africa still had Technikons, all of their qualifications were registered under the Committee of Technikon Principals. After the Technikons became Universities of Technology or merged with Universities, the qualifications were registered under each of these institutions, and the CTP qualifications fell away (hence the end date of 2006, above). Where relevant, replacement information is s
hown in the table above.

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.

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