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: 

Advanced Diploma in Hospitality Education 
SAQA QUAL ID QUALIFICATION TITLE
80107  Advanced Diploma in Hospitality Education 
ORIGINATOR
Private Hotel School (Pty) Ltd (The) 
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 05 - Education, Training and Development  Schooling 
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
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

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 aim of the Advanced Diploma in Hospitality Education is to offer learners (educators, developers, teachers and trainers) who already have a teaching qualification, but no background in hospitality, culinary art and/or consumer study teaching, and who are already training or teaching or who plan to follow such a career, a qualification to improve their knowledge and skills so that they can teach in the hospitality and consumer study.

The Advanced Diploma in Hospitality Education will contribute meaningfully to specialisation in these subject areas and to the individual continuing professional development of educators. By attaining this qualification the learner would be able to play a significant role in the provision of education and training as required specifically by the Department of Basic Education and by the hospitality industry in general.

Upon successful completion of the Advanced Diploma in Hospitality Education, learners will have developed:
  • Skills necessary for a career in the hospitality and consumer study industry.
  • Product knowledge and knowledge about the special requirements necessary for a career in the hospitality and consumer study industry.
  • Skills that will empower them to offer hospitality studies with confidence in their unique setting.
  • Understand the challenges for this sector and for the preparation of learners to enter into a career in the hospitality industry.
  • An inter-disciplinary approach to problem-solving and decision-making.
  • A global perspective on the operations of the industry.
  • An understanding of and ability to respond to the debate on change and the role of the educator in the new economic and educational dispensation.
  • The ability to interpret and develop learning opportunities within the context of transformation in the curriculum and the educational system and within the perspective of the hospitality industry.

    Rationale:

    Since 1994, the demand for hospitality services has increased dramatically. All over there is a huge need for well trained hospitality and consumer services employees. However, there are not enough educators to train hospitality employees on a theoretical and practical level. Most of the educators in this field have no specialised training in hospitality management and/or consumer studies.

    The subject areas of hospitality - consumer - and culinary studies are complex because of their multi-disciplinary nature. In addition, the different backgrounds of educators, the tradition in their particular school, the diverse needs and social backgrounds of their learners in the specific context of their classrooms and their personal values and beliefs, are all factors that should be considered as they contribute to the complexity and need for well qualified educators.

    A comprehensive study was undertaken by Jooste (2007) as part of research for the degree of Masters of Education at the Department of Curriculum Studies, University of Stellenbosch, into the needs for continuous professional development of educators involved in teaching of hospitality related subjects. There was unanimous support for the development of a qualification for already-qualified teachers to equip them to teach hospitality industry learners and thus would also serve the purpose of providing modules or the basis for skills programmes that could be used for continuous professional development. This qualification should meet that need. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners who access this qualification are competent in the general skills, values and knowledge continued in an NQF Level 6 teaching qualification.

    Recognition of Prior Learning (RPL):

    This qualification can be obtained in part through the application of Recognition of Prior Learning to a maximum of 70 credits.

    Access to the qualification:
  • This qualification is open to:
  • Educators without training in hospitality but who would like to offer the subjects Consumer Studies and Hospitality Studies up to NQF Level 5 and who have an initial Diploma in Education (360 credits).
  • Educators who have completed a degree-course (360 credits) and who have taught Hospitality Studies or Consumer Studies (formerly known as Home Economics) for at least two years. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification consists of the following modules:

    Modules at NQF Level 6:
  • Introduction to Hospitality.
  • Service Excellence.
  • Food and Beverage Service, Theory.
  • Food and Beverage Service, Practical.
  • Sanitation and Safety in the Hospitality Industry.
  • Quantity Food Production, Theory.
  • Quantity Food Production, Practical.
  • Curriculum Studies.
  • Accounting and Revenue Management.
  • Applied Human Resources Management.
  • Leadership and Cultural Diversity.
  • Applied Rooms Division.

    Total Credits at NQF Level 6 = 42 Credits

    Modules at NQF Level 7:
  • Service Excellence.
  • Food and Beverage Service, Theory.
  • Food and Beverage Service, Practical.
  • Sanitation and Safety in the Hospitality Industry.
  • Quantity Food Production, Theory.
  • Quantity Food Production, Practical.
  • Curriculum Studies.
  • Accounting and Revenue Management.
  • Hospitality Sales and Marketing.
  • Applied Human Resources Management.
  • Leadership and Cultural Diversity, 8 Credits.
  • Applied Rooms Division, 6 Credits.
  • Didactics in Hospitality Studies.
  • Research Project.
  • Hotel Management Internship.

    Total Credits at NQF Level 7 = 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand what the hospitality industry is about.

    2. Apply the requirements for service excellence in a multi-cultural environment and guide learners to do the same.

    3. Guide learners to obtain a thorough theoretical background in food and beverage service.

    4. Guide learners to provide excellent food and beverage service.

    5. Guide learners to ensure that the hospitality work place is hygienically safe and secure.

    6. Guide learners in the theoretical planning of large functions and provision of food to large numbers of people.

    7. Provide guidance and assist learners in the preparation of functions for large numbers of people.

    8. Plan and develop learning programmes.

    9. Explain basic hospitality accounting and financial management.

    10. Explain marketing and sales concepts and assist learners in the their application.

    11. Guide learners to understand the roles and responsibilities of the human resource department in a hospitality establishment.

    12. Guide learners to develop leadership skills in a multi-cultural environment.

    13. Guide learners to provide excellent service to exceed guest expectations in all stages of the guest cycle.

    14. Complete a Research Project.

    15. Apply theoretical knowledge in a hotel.
    > Range: This involves 100 hours of supervised work in an approved establishment.

    Critical Cross-Field Outcomes:

    The qualification is designed to be able to address all the Critical Cross-Field Outcomes.

    This will include:
  • Being able to identify and solve problems creatively and guide others to do so.
  • Assisting learners to explore a variety of strategies to learn more effectively, take decisions and use critical thinking.
  • Guiding learners to collect, analyse, organise and critically evaluate information.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Communicating effectively in writing or verbally to research in the field of consumer studies and hospitality management by means of negotiating, consulting and interviewing the relevant people.
  • Using science and technology to enhance the specific field product or environment and the different processes in order to gain competitive advantage.
  • Working effectively with others in a team.
  • Demonstrating an understanding of the world as a set of related systems in order to know how environmental, customer, cultural, political and technical issues will impact on the consumer studies and hospitality management product and vice versa. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Give a brief historical overview of the hospitality industry.
  • Explain the definitions in the hospitality industry and why customers need the hospitality industry.
  • Discuss the various departments of hotels.
  • Describe the different types of hotels and know what other types of hospitality operations exist.
  • Discuss the organisational aspects and organizational structure of the SA hospitality industry.
  • Discuss the grading system of the hospitality industry, nationally and internationally.
  • Understand how hospitality and hospitality operations fit into the leisure, travel and tourism industry.
  • Explain the factors that affect the international, national and local leisure and tourism industry.
  • Explain the importance of co-operation among the various hotel departments.
  • Look at trends and the future of the hospitality industry.
  • Know what the key factors in guest satisfaction are.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain the importance of a positive work ethic in the Hospitality Industry.
  • Discuss professionalism in the hospitality and educational industry.
  • Compare the work ethic of hospitality with that of education.
  • Explain the importance of providing exemplary and exceptional service and the importance of a portraying a positive work ethic.
  • Define culture and discuss why it is important to know your own culture and understand the culture of others and how culture influences service excellence.
  • Explain to learners the meaning of diversity and how it relates to today's workforce.
  • Identify factors that contribute to making a workplace culturally diverse.
  • Discuss the importance of teamwork, good co-operation and leadership in order for an organization to perform effectively.
  • Explain the importance of respecting and valuing the differences of others on a team in the workplace.
  • Discuss the importance of good team work in service excellence.
  • Explain the importance of good communication in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Understand the basics of food and beverage service and the profession.
  • Demonstrate how to train people to provide excellent service to exceed guest expectations through efficient and effective use of appropriate service procedures, tools, equipment, and teamwork.
  • Assist learners to identify and describe common functions and roles of food and beverage service positions in the delivery of exemplary service to guests.
  • Teach learners about food and beverage service, including methods and techniques, equipment, supplies, attitude, selling skills, 'mise-en-place', and quality checks.
  • Guide students to prepare and execute a function.
  • Discuss the importance of safety in Food and Beverage Service, including room service and explain how to handle special situations.
  • Explain and apply all aspects of food and beverage menu engineering, including factors that influence menu item selection, marketing, design, trends, pricing.
  • Analyse and evaluate menu effectiveness using item counts, subjective evaluation, popularity, menu mix, contribution margin, and day-part information.
  • Draw up a theoretical training programme, including assessment criteria and tools, in food and beverage service.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate common tasks associated with food and beverage service positions including buffet service, fine dining, bar service, room service, banquet service within hotels and restaurants.
  • Facilitate practical experiences for learners in order to create a memorable dining experience for guests.
  • Operate and demonstrate the operation of small and large food and beverage equipment and tools.
  • Perform effective quality checks.
  • Apply bar and beverage inventory control.
  • Demonstrate techniques and proper service of wine, champagne and other alcoholic beverages.
  • Draw up a practical training programme, including assessment criteria and tools in food and beverage service.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Facilitate the acquisition of knowledge of food service hygiene and sanitation and specifically essentials of food service sanitation, microbiology, hygiene and food handling will be discussed.
  • Explain the difference between food spoilage and contamination and the micro-organisms involved.
  • Explain how to use the HACCP system to identify potential hygiene hazards and implement corrective procedures to protect food from spoilage and contamination.
  • Demonstrate hygienic practices during food preparation, cooking, storage and preservation.
  • Discuss the role of cleaning agents, criteria for selection and handling precautions.
  • Explain and demonstrate hygienic practices in other departments than the food service of the hospitality industry.
  • Summarize the Occupational Safety and Health Act, and describe the enforcement of OSHA standards and requirements.
  • Identify the key issues in developing a preventive security programme.
  • Facilitate the acquisition of knowledge on methods that help keep guests, the property and themselves safe in the working environment.
  • Draw up a training programme, including assessment criteria and tools in hygiene and safety.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and explain kitchen positions and their role in a large kitchen operation.
  • Explain the importance of setting standards of food quality and costs and standards for controlling production volume.
  • Discuss standard procedures that enable managers to gain control over production quality and volume.
  • Describe quality characteristics of different types of food.
  • Describe how an establishment communicates with vendors about its receiving and storing requirements.
  • Explain principles and techniques in the quantity preparation of different types of food.
  • Guide learners in the planning and production processes for banquets, buffets, and full service meals for large numbers of guests.
  • Guide learners to do basic kitchen inventory and date control.
  • Draw up a theoretical training programme, including assessment criteria and tools in quantity food production.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Guide learners to plan menus for specific function/event for a specified clientele and volume required.
  • Guide learners to define specific roles and organize functions to implement the menu plan.
  • Develop a work schedule for all tasks to be performed.
  • Assist learners in the implementation of standard recipes.
  • Discuss, control, apply and evaluate kitchen safety techniques.
  • Guide learners in basic kitchen receiving, storing and issuing and cost control procedures.
  • Enforce basic sanitation and hygiene requirements.
  • Guide learners in the proper selection of accompaniments and garnishes.
  • Draw up a practical training programme, including assessment criteria and tools, in running a function.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Apply the development of learning programmes in terms of the NQF requirements.
    > Range: Setting education and training outcomes, integrated assessment, Recognition of Prior Learning, calculation of credits, curriculum development and components of curriculum design.
  • Explain the impact of the NQF description of a qualification on learning programme development and curriculum development approaches.
  • Apply the principles of the curriculum development process.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Explain basic accounting principles and concepts as used in the hospitality industry.
  • Guide learners to analyse and evaluate accounting methods and apply them in real-life business situations.
  • Explain the relationship of gross profit margin and profitability to pricing menu items.
  • Guide learners to calculate sales volume percentage and sales rand percentage.
  • Assist learners to prepare and analyse industry income, budget and balance sheets, how to calculate and handle various payments and describe best practices for monitoring cash handling at the operation.
  • Explain foodservice costs in terms of controllable or non-controllable, variable, semi- variable and fixed costs.
  • Explain how to prepare a profit and loss report based on sales and cost information.
  • Explain the basic foodservice cost control process, food production waste, labour cost and labour cost percentage.
  • Describe the purpose and process followed to prepare a capital budget.
  • Design a programme in hospitality accounting.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Guide learners in obtaining knowledge in hospitality sales, advertising, and marketing.
  • Explain marketing and sales concepts.
  • Identify current hospitality trends.
  • Discuss in general terms the benefits of a marketing plan.
  • Guide learners to design a basic marketing plan.
  • Describe the basics of good telephone communication and guide students to apply them.
  • Identify and explain common advertising strategies and media.
  • Discuss and explain internal marketing.
  • Explain how various departments of the hospitality establishment can be marketed.
  • Explain and demonstrate how to used common advertising and public relations strategies and media.
  • Discuss marketing ethics.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Analyse and explain contemporary issues and practice, as well as employment laws that have an impact on the way people are managed.
  • Explain concepts such as equity, affirmative action, disability, unions, shop stewards, employee assistance programmes and their implications.
  • Explain and demonstrate the various functions of the human resource manager.
    > Range: job analysis and job design, selection, orientation, training, performance appraisal, compensation plans, planning incentive programmes, employee discipline, discharge, exit interviews, social responsibility programmes.
  • Explain the steps and identify options for establishing pay structures.
  • Summarize current issues in compensation administration.
  • Identify and discuss major sources of grievances.
  • Describe typical grievance procedures, and outline how to prevent grievances.
  • Outline the staff turnover problem within the hospitality industry.
  • Identify the costs of turnover.
  • Summarise several methods of reducing turnover.
  • Explain and discuss all legal aspects regarding human resource management.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Develop and guide learners to develop effective leadership and teamwork skills that are needed to succeed in a global economy.
  • Lead learners in multi-cultural teams.
  • Resolve differences between members, and guide learners in respecting all cultures.
  • Guide learners to be open and tolerant of other values, business customs and lifestyles while maintaining own cultural integrity.
  • Identify key characteristic traits and qualities of an effective leader and give specific situations in the workplace where one can demonstrate these qualities.
  • Discuss different leadership styles.
  • Discuss factors that influence own leadership style.
  • Define a positive attitude and explain how it impacts on a multi-cultural team.
  • Guide learners in developing a positive attitude.
  • Discuss the importance of teamwork for an organization to perform effectively and productively.
  • Guide learners in the steps to follow in solving problems in a team.
  • Cultivate an awareness of local culture and tourism and how it affects the different sectors of the travel and tourism industry.
  • Discuss the impact of global tourism.
  • Discuss methods of preserving culture in order to sustain tourism.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Explain and demonstrate to learners the basic fundamentals of rooms division and how this fits into the overall lodging property.
  • Explain the role of various employees in rooms division and how they interact with other departments.
  • Demonstrate common tasks of room's division employees by displaying the appropriate guest service skills and techniques.
  • Describe and demonstrate the role and positions of the housekeeping department in hotel operations.
  • Explain the importance of effective communication between housekeeping, the front office, and the engineering and maintenance division.
  • Explain in detail the flow of business through a hotel.
  • Describe and demonstrate ways to help guests with special questions and requests.
  • Explain the importance of being able to use all guest room equipment and amenities.
  • Define and explain concepts and definitions used in rooms division.
  • Explain how to employ effective room sales strategies to increase revenue.
  • Demonstrate the various activities that are performed in the front office and housekeeping.
  • Explain how area inventory lists, frequency schedules, performance standards, and productivity standards are used to plan and organize the housekeeping department.
  • Explain and demonstrate the safety and security needs of hospitality operations.
  • Explain how safety and security issues affect housekeeping personnel, including key control.
  • Explain what the executive housekeeper's responsibilities are in relation to health and safety standards.
  • Develop a hazard communication programme for the housekeeping department of a hospitality operation.
  • Guide learners in conducting skills and tasks in a professional manner.
  • Describe how properties can meet the needs of travelers with disabilities.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Design a research project.
  • Design and implement a questionnaire.
  • Analyse data.
  • Do a literature review on design and layout and other relevant fields.
  • Draw up a business plan.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Apply hospitality-related skills on an on-going basis to provide service excellence.
  • Use product knowledge in problem-solving and to meet customer expectations.
  • Use an inter-disciplinary approach to problem-solving and decision-making.

    Integrated assessment:

    Assessment practices must be open, transparent, fair, valid and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

    Competence will be assessed using an integrated continuous assessment process.

    The learner's ability to integrate the elements of the programme is assessed through formative assessment and summative assessment, consisting of various kinds of assignments, research articles, case studies, projects, material development, and during block sessions, tests, class presentations and practical demonstrations.

    A written examination for all the subjects is compulsory.

    Practical experience will be assessed with competency check lists, reports and a final oral examination.

    Assessment criteria will provide evidence that the learner is able to:
  • Demonstrate the competencies required for contextual roles.
  • Present evidence of practical competence in the specialist role.
  • Demonstrate understanding of the knowledge and thinking which underpins foundational competencies.

    In order to guide learners in the development of cognitive skills and their ability to use their knowledge and skills on educator's level, the division between lower cognitive level assessment (knowledge, insight and application) and higher cognitive level assessment (synthesis, analysis and evaluation) is 40% on lower cognitive level and 60% on higher cognitive level.

    It is important to have a sound theoretical basis for effective application as educator and therefore the overall division between theory and practice will be 60% theory and 40% practice. 
    		•

    INTERNATIONAL COMPARABILITY 
    The following international curricula were used for comparison to design this qualification together with adaptations for the South African context:
  • The American Hospitality Academy.
  • The American Hotel and Lodging Association.
  • The Johnson & Whales University.
  • The City and Guilds of London qualifications.
  • The best practice group (Unit 25): Hospitality, Leisure, Sport and Tourism, United Kingdom.

    Other programmes looked at to determine the relative standard and relevance of the content of this qualification were:
  • The American Culinary Federation programmes.
  • The American Federation of Teachers. AFT's guidelines for creating professional development programmes that make a difference.
  • American Hospitality Academy training programmes.

    The qualification is fully recognised by the American Hospitality Academy.

    As this qualification includes the major content and competencies in the programmes that were used for comparison and as there is close alignment with the other programmes looked at, this qualification offers training that is on par with best practice offered internationally. 
    		•

    ARTICULATION OPTIONS 
    This Advanced Diploma in Hospitality Education, together with a Teacher Education Diploma or degree, should allow entry into a Postgraduate B Ed (Hons) programme. 

    MODERATION OPTIONS 
    The Private Hotel School appoints internal examiners and external South African moderators, as well as external verifiers from the American Hospitality Academy.

    Moderators must have a qualification of at least one level higher than the level that they moderate.

    Moderation in order to ensure proper quality management is introduced at four levels:
  • The evaluation of curricula, study guides and leader's guides by internal and external assessors and moderators during the internal and external validation of the programme.
  • The submission of examination papers and memoranda to selected and appointed internal and external examiners and moderators.
  • The submission of marked papers, reports, assignments, etc., to the identified and appointed internal and external examiners and moderators.
  • Advisory Board - stakeholders for the Hospitality and Education Industry. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Qualifications required:

    Assessors need to be in possession of a qualification which is at least one level higher than that for which the candidate is enrolled, in this case, an honours degree or post-graduate diploma (new NQF level 8 as published in the Government Gazette of 5 October 2007 under the Higher Education Qualifications Framework in the Higher Education Act, 1997 (Act 101 of 1997)), and a recognised teaching qualification.

    Career experience required:
  • Teaching/training experience in the Hospitality Industry (at least two years).
  • Operational experience in the Hospitality Industry (at least two years). 
    		•

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

    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. Private Hotel School (Pty) Ltd (The) 


    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.