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 Diploma: Food and Clothing Technology 
SAQA QUAL ID QUALIFICATION TITLE
72734  National Diploma: Food and Clothing Technology 
ORIGINATOR
Vaal 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
National Diploma  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2023-12-31  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
1789  National Diploma: Food and Clothing Technology  Level 6  Level TBA: Pre-2009 was L6  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
A candidate at this level is competent in:
  • the effective management of advanced and balanced food preparation.
  • the management of integrated fabrics as well as advanced designs and sewing techniques. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    NQF Level 5 or a Diploma in Food and Clothing Technology. 

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    The qualificaiton 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 thorugh experience that complies with the stated specified outcomes. 

    EXIT LEVEL OUTCOMES 
    1. Learners will be familiar with the consumer decision making process under both high and low involvement conditions, as well as the way in which individual influencing variables impact in this decision making process.
    2. Learners will be able to manage integrated fabrics and advanced designing and sewing techniques.
    3. Learners will have effective interpersonal skills on a sophisticated level.
    4. Learners will be able to plan and present a professional demonstration, as well as develop recipes, do food styling and photography for the media, use computer literacy skills in journalism to write an article.
    5. Learners will be able to effectively perform advanced food preparation in a safe and hygienic environment.
    6. Learners will be familiar with the operational practices and structure of food and beverage service required to exceed the expectations of the food industry market.
    7. Learners will be able to plan and implement community nutrition projects on a basic scale.

    Specified outcomes:

    1.1 Learners must have a basic knowledge of consumer behaviour as a marketing discipline.
    (C) 5 credits (NQF 6).
    1.2 Learners will understand and be able to apply principles of the marketing concept.
    (C) 4 credits (NQF 6).

    2.1 Learners must apply knowledge and manage pattern manipulation using integrated designs and fabrics.
    (C) 16 credits (NQF 6).
    2.2 Learners must be able to construct, assess and evaluate garment construction.
    (C) 16 credits (NQF 6).
    2.3 Learners are able to manage all aspects of clothing operations.
    (C) 16 credits (NQF 6).

    3.1 Learners will be able to resolve interpersonal conflict and manage anger, stress and feelings.
    (C) 5 credits (NQF 6).
    3.2 Learners will be able to express feelings and viewpoints verbally and non verbally.
    (C) 4 credits (NQF 6).

    4.1 Learners must be able to plan and present a promotion in order to sell a product.
    (C) 4 credits (NQF 6).
    4.2 Learners must be able to develop and evaluate a recipe.
    (C) 4 credits (NQF 6).
    4.3 Learners must be able to do the styling for food photography for publishing purposes.
    (C) 4 credits (NQF 6).
    4.4 Learners must be able to apply journalism principles in written communication.
    (C) 4 credits (NQF 6).
    4.5 Learners must be computer literate.
    (C) 4 credits (NQF 6).

    5.1 Learners must understand and apply advanced scientific principles that govern food reaction, as well as the role of ingredients in ruder to produce advanced dishes.
    (C) 6 credits (NQF 6).
    5.2 Learners must be able to present food attractively with proper balance of colour, shape and texture in order to produce advanced dishes.
    (C) 6 credits (NQF 6).
    5.3 Learners must master the correct techniques and skills in order to produce advanced dishes.
    (C) 5 credits (NQF 6).
    5.4 Learners must obtain advanced knowledge and skills to identify appropriate themes and apply them in the sphere of professional food preparation.
    (C) 5 credits (NQF 6).
    5.5 Learners must be equipped with theoretical, practical and mental skills for the industry in order to function competently in the work situation.
    (C) 5 credits (NQF 6).

    6.1 Learners must be able to understand and apply basic knowledge of management and catering in order to broaden their career opportunities in commercial catering.
    (E) 5 credits (NQF 6).
    6.2 Learners must be equipped within theoretical and practical skills in catering in the food service industry.
    (E) 5 credits (NQF 6).

    7.1 Learners must obtain the necessary knowledge and expertise to recognise malnutrition within the community.
    (E) 3 credits (NQF 6).
    7.2 Learners must obtain the necessary knowledge to plan economic, balanced diets in order to provide the community with information to improve health and prevent further outbreaks of malnutrition.
    (E) 2 credits (NQF 6). 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Learners must provide evidence of being able to:
  • Plan, implement and evaluate the marketing cycle.
  • Identify a target market.
  • Define and identify the demographic, geographic and psychographics profile of potential customers.
  • Define, identify and plan the four elements of the marketing mix, namely product, place, price and promotion.
  • Identify the tangible and intangible components of the product in a food service organisation.
  • Plan and implement a promotion in a food service organisation.
    2. Learners must provide evidence of being able to:
  • Understand difficult figure types and suitable styles.
  • Adapt patterns.
  • Construct more involved garments.
  • Manipulate specialised fabrics.
    3. Learners must provide evidence of being able to:
  • Handle conflict situations.
  • Understand anger, stress.
  • Express viewpoints and feelings verbally and non verbally.
    4. Learners must provide evidence of being able to:
  • Plan and present demonstrations.
  • Plan, test, evaluate and present recipes for industry.
  • Write recipe copy and do the editing.
  • Plan, prepare and present food for styling to be photographed.
  • Apply computer and communication skills for copy writing and journalism.
  • Apply journalistic principles in compiling articles.
    5. Learners must provide evidence of being able to:
  • Demonstrate acquired skills through application of scientific principles in the creation of dishes at and advanced level.
  • Present food attractively at international standards.
  • Make informed choices and applications regarding different themes on an advanced level.
  • Function competently in a professional food preparation environment.
    6. Learners must provide evidence of being able to:
  • Demonstrate a thorough knowledge of all branches of the food and beverage industry.
  • Evaluate and select a suitable food production system for a specific need.
  • Recommend different food and beverage service systems for organisational needs.
  • Compare quotes on food and beverage equipment and select the most appropriate for organisational needs.? Apply advanced menu planning to meet the needs of a variety of food service establishments.
  • Standardise recipes for various needs.
  • Explain and apply the concept of food and beverage production and administration procedures.
  • Apply the principles of organolytics to evaluate and improve recipes and menus for competitive advantage.
  • Plan and illustrate a food and beverage facility layout applying the principles and elements of effective design.
  • Interpret tenders and compare different types of contract.
    7. Learners must provide evidence of being able to:
  • Successfully implement promotion strategies to inform and educate the community on Food and Nutrition related issues.

    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: B Tech in Food and Clothing.
  • Horizontally: First Bachelors Degree in Food Service Management, Food and Nutrition or Clothing and Fashion with certain subject exemptions and additions. 
    		•

    MODERATION OPTIONS 
    SERTEC, HITB and CITB 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    SERTEC, HITB and CITB 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Vaal 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.