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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 Certificate: Cereals, Snacks, Pasta and Condiments Manufacturing |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 74189 | National Certificate: Cereals, Snacks, Pasta and Condiments Manufacturing | |||
| ORIGINATOR | ||||
| SGB Manufacturing and Assembly Processes | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| FOODBEV - Food and Beverages Manufacturing Industry Sector Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Certificate | Field 06 - Manufacturing, Engineering and Technology | Manufacturing and Assembly | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Level 3 | NQF Level 03 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 20197 | National Certificate: Food and Beverages Processing: Cereals, Snacks, Pasta, Spices, Condiments and Culinary Processing | Level 3 | NQF Level 03 | 120 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This Qualification is an outcome of the revision of the National Certificate in Food and Beverage Processing: Cereals, Snacks, Pasta, Spices, Condiments and Culinary Processing NQF Level 3 (NLRD 20197). A person acquiring this Qualification will be able to work in cereals, snacks, pasta or condiments manufacturing environment by performing all the necessary manufacturing processes applicable to the work environment, from intake of the raw material to product manufacturing and presentation of the final product for packaging. The learner will also apply quality control practices throughout the process to enhance quality assurance and food safety requirements of the final product. This Qualification provides the learner with the opportunity to access skills and career opportunities in the following learning streams within the food manufacturing industry: The following range statements are applicable to cereals, snacks, pasta or condiments manufacturing: A person acquiring this Qualification will also be able to operate equipment applicable to the relevant manufacturing processes of his/her choice. Portable competencies such as performing quality control practices and knowledge about introductory microbiology and heating and cooling media will also be obtained. The person will be able to apply all relevant personal safety and food safety practices when performing relevant tasks. This Qualification ensures mobility and progression within the cereals, snacks, pasta and condiments food manufacturing industry. Rationale: This Qualification addresses the workplace-based needs of the cereals, snacks, pasta or condiments manufacturing industry that have been expressed by both employers and employees. Typical learners will be: This Qualification aims at providing formal recognition for competencies already obtained and will continue to do so by providing recognition to current workers in the cereals, snacks, pasta or condiments manufacturing industry. In addition, this Qualification provides the new entrant with the opportunity to obtain competencies in cereals, snacks, pasta or condiments manufacturing within the workplace, as well as in quality control and food safety practices, which will ensure food products that are healthy and safe for human consumption. In this way, value is added to workers' employability and competence and the sustainability of the cereals, snacks, pasta or condiments manufacturing industry is improved. This Qualification provides the learner with competencies to be employed in different disciplines within the cereals, snacks, pasta or condiments manufacturing industry, as well as the flexibility to pursue careers within other sectors of the food manufacturing industry as indicated in the Articulation Possibilities. Besides manufacturing of cereals, snacks, pasta or condiments, the range of Core and Elective Unit Standards will allow the individual the opportunity to pursue careers within quality control, as well as to be introduced to some principles of team management and generic management. Skilled workers are one of the key players in better manufacturing standards and productivity, which may increase business prosperity. This Qualification will assist in social and economic transformation. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Recognition of Prior Learning: This Qualification may be achieved in part or completely through the Recognition of Prior Learning, which includes formal, informal and non-formal learning and work experience. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment. Learners who have met the requirements of any Unit Standard that forms part of this Qualification may apply for recognition of prior learning to the relevant ETQA. The applicant must be assessed against the specific outcomes and assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that all the exit level outcomes of the Qualification have been attained. Access to the Qualification: Open to any person. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
Cereals manufacturing; Choose the relevant Unit Standard(s) from the following list: NLRD Number; Unit Standard title; NQF Level; Credits: Snacks manufacturing; Choose the relevant Unit Standard(s) from the following list: NLRD Number; Unit Standard title; NQF Level; Credits: Pasta manufacturing; Choose the relevant Unit Standard(s) from the following list: NLRD Number; Unit Standard title; NQF Level; Credits: Condiments manufacturing; Choose the relevant Unit Standard(s) from the following list: NLRD Number; Unit Standard title; NQF Level; Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Maintain and apply personal safety, food safety and quality control practices in a cereals, snacks, pasta or condiments manufacturing environment.
2. Carry out activities prior to manufacturing of cereals, snacks, pasta or condiments. 3. Manufacture cereals, snacks, pasta or condiments. 4. Communicate with clients in a variety of ways in a cereals, snacks, pasta and condiments manufacturing environment. Critical Cross-Field Outcomes: Critical Cross-Field Outcomes have been addressed by the exit level outcomes as follows: Critical Cross-Field Outcomes: Qualifying learners can: Identify and solve problems in which response displays that responsible decisions, using critical and creative thinking, have been made by: Work effectively with others as a member of a team, group, organisation or community by: Organise and manage oneself and one's activities responsibly and effectively by: Collect, analyse, organise and critically evaluate information by: Communicate effectively by using mathematical and/or language skills in the modes of oral and/or written presentations by: Use science and technology effectively and critically, showing responsibility towards the environment and health of others by: Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation by: Contribute to the full personal development of each learner and the social and economic development of the society at large by: |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: > Range: Processing refers to any combination of the following, relating to the specific elective strand: > Pre-batching of raw materials. > Mixing or blending of raw materials. > Milling or grinding. > Peeling of fruit or vegetables. > Shaping of fruit or vegetables. > Maize steeping. > Cooking. > Centrifugal separation. > Toasting. > Roasting beans or nuts. > Puffing. > Extrusion. > Popping of maize kernels. > Drying. > Cooling. > Coating or dipping. > Frying. > Pasteurisation. > Fumigation. > Preparing and processing an aqueous and oil emulsion, e.g. mayonnaise. Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment: The applied competence (practical, foundational and reflexive competencies) of this Qualification will be achieved if a learner is able to perform all the necessary processes applicable to his/her work environment, from intake of the raw material to the final product ready for packaging. The identification and solving of problems, team work, organising one-self, the using of applied science, the implication of actions and reactions in the world as a set of related systems must be assessed during any combination of practical, foundational and reflexive competencies demonstrated. Assessment methods and tools must be designed to determine the whole person development and integration of applied knowledge and skills. Applicable assessment tool(s) must be used to establish the foundational, reflexive and embedded knowledge applied to solve problems. A detailed portfolio of evidence is required to prove the practical, applied and foundational competencies of the learner. Assessors should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. The Exit Level Outcomes of this Qualification can be assessed in one application. Unit Standards in the Qualification must be used to assess specific and Critical Cross-Field Outcomes. |
| INTERNATIONAL COMPARABILITY |
| The following countries all support and implement vocational training and education, but not on a structured Qualifications framework as found in South Africa:
With regards to vocational training and education, most of these countries implement decentralised and market-orientated programmes, both in technical and commercial training. Vocational education and training has been an essential part of European Union policy since the very establishment of the European Community. In Germany, for instance, although no information could be found about specific vocational training towards cereal, snacks, pasta or condiments manufacturing, this country does implement a very pertinent vocational training system. When leaving schools, 70% of German students take a course of vocational training, mostly within their so-called "dual system". This system combines practical, on-the-job training with theoretical instruction at a part-time vocational school. Through their close cooperation, private business, industry and the public sector are sharing responsibility: Training regulations are drawn at federal level, while the states oversee the vocational schools. There are three types of vocational schools in Germany: In the dual system, the vocational schools complement the training received in a company. Trainees attend a part-time vocational school one or two days a week for three years. The schools teach general subjects and theories that are easier understood in the classroom than at work. Usually about 40% of the school work is in basic academic subjects such as languages, mathematics and sciences and about 60% in subjects directly related to the chosen profession. Performance is assessed in an exam and documented by a certificate issued mostly by the chamber of industry and commerce. This school offers courses lasting one to three years. These can be part of an apprenticeship or even replace an apprenticeship entirely. This school admits students with an intermediate school certificate. Courses cover theoretical instruction as well as training workshops and on-the-job training. They generally last two years and qualify participants for the specialised college (Fachhochshule). On-the-job training (apprenticeships), last between two and three and a half years, depending on the complexity of the occupation. During this period, the apprentice earns a training allowance. The professional requirements that have to be learned during the vocational training are spelled out in training regulations. Based on proposals from the business associations and trade unions, these regulations are regularly revised and updated. The training concludes with an examination conducted by a board of examiners, generally organised by the local chamber of industry and commerce. On the board of examiners are representatives of employers as well as vocational school teachers. Although no company is obliged to provide training, over 500 000 firms in all branches of the economy, including the independent professions and the public service, provide vocational training. Larger enterprises have their own training workshops, but smaller firms train their apprentices right on the job. Very specialised firms pool their resources and send their apprentice's to inter-company training centres in order to broaden their vocational skills. The above system therefore compares well with the NQF based education and training system of our country. In France, there are three ways in which young people can obtain vocational training: In addition, France also offers continuing vocational training for people who have already embarked on their working life or are just entering it, very similar to the NQF based education and training system of South Africa. The vocational training system of Switzerland is similar to the dual system of Germany, i.e. training is divided between two bodies: the employer and the technical college. The employer's task is to teach the learner practical skills, while the college teaches him/her the necessary theory relating to the chosen field, as well as general subjects. Vocational education in India aims to develop skilled manpower through diversified courses to meet the requirements of mainly the unorganised sector and to instil self-employment skills in people through a large number of self-employment oriented courses. Vocational education is imparted through Industrial Training Institutes (ITIs) and polytechnics. One of the weaknesses of the Indian education system is that it does not give due importance to vocational education. As a result there is a mismatch between the skilled manpower required and skilled manpower available. This will hurt the economic growth of India in the long run. The mindset in India is to put higher value on university degrees than on attaining a vocational Qualification. This has resulted in a situation where on the one hand there are scores of unemployed graduates and on the other hand there is a huge shortage of skilled workers such as plumbers and electricians. This is a situation which seems very similar to our South African terrain of skills shortages. Training programmes and best practices in manufacturing of cereals, snacks, pasta and condiments were compared for the following countries, which all implement a Qualifications framework system: On the National Qualifications Framework (NQF) of England, Wales and Northern Ireland, a wide range of Vocational Qualifications (VQs) are accredited. These Qualifications range from broad-based VQs to specialist qualifications designed for a particular sector. In partnership with the Learning and Skill Council (LSC) and the Sector Skills Development Agency (SSDA), the Qualifications and Curriculum Authority (QCA) in England has a remit to extend the take-up of VQs. In line with the more flexible school curriculum, this included their use by more 14-19-year olds. National Vocational Qualifications (NVQs) are work-related, competence-based Qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NVQ represents. NVQs are based on national occupational standards, similar to the unit standards applied in South Africa. In terms of NVQs, food processing and manufacturing technology forms part of the City and Guilds Food Manufacturing Qualifications (generic processing is one of the specialised routes), which replace the former NVQ in Food and Drink Manufacturing Operations on Levels 1-3. The structure of the Qualifications is in the form of an award (1 unit), certificate (2 units) and diploma (3 units) for both Levels 2 and 3. This will mean that employers who may not want their working candidates in college for too long will be able to offer a VQ possibly as a short course (e.g. the certificate route) which underpins the NVQ. On Level 2 the units for the Qualifications are as follows: Mandatory: Optional (applicable to cereals, snacks, pasta and condiments manufacturing): On Level 3 the units for the Qualifications are as follows: Mandatory: Optional (applicable to cereals, snacks, pasta and condiments manufacturing): Although there are no specific units that cover the specific manufacturing of cereals, snacks, pasta or condiments, there are strong overlaps between the City and Guilds Qualifications and this South African Qualification, namely: The City and Guilds Qualifications on both Levels 2 and 3 focus more or less on the same areas, although the Qualifications on Level 3 provides an extra focus on monitoring and control procedures, as well as on quality assurance. Although some overlap exists between the UK and South African Qualifications with regard to quality control and food product manufacturing, none of the mentioned NVQs provide access to training in the specific streams of cereals, snacks, pasta or condiments manufacturing. The Scottish Vocational Qualifications (SVQs) provide two qualifications in Food and Drink Manufacture, namely one in Production Control Skills on Level 2 and one in Specialist Technical Skills on Level 3. It consists of mandatory and optional units. Mandatory units include maintaining of workplace food safety standards, as well as health and safety in food manufacturing for the Level 2 Qualification and communication for the Level 3 Qualification. Level 2: Optional units related to food manufacturing include the following: Level 3: Optional units related to food manufacturing include the following: The Level 2 Scottish qualification has definite overlap with this South African Qualification in terms of materials handling, certain production processes and quality assurance, but still does not focus on definite streams within the cereals, snacks, pasta or condiments manufacturing environment. Clearly the Level 3 Scottish Qualification with its focus on developmental and management disciplines has a total different aim than this South African Qualification. The latter focuses in the Scottish Qualifications are reflected in the Level 5 South African National Certificate in Manufacturing Management (NLRD 49743). The Australian Qualifications Framework (AQF) contains three qualifications (Certificate II, III and IV) in Food Processing, which consists of core, specialist and optional units. The core component focuses on mathematics, communication, food safety, occupational health and safety and quality assurance. Food-related optional units include the following: Food-related specialist units include the following: > Operation of processing equipment. > Monitoring process operation. > Coating. > Depositing. > Enrobing extrusion. > Filtration. > Frying. > Heat treatment. > Mixing/blending and cooking. > Drying. > Pumping. > Reduction. > Separation. > Spreads production. Although the core and specialist components of the above-mentioned Qualifications compare well with the fundamental, core and elective components of the South African Qualification, it does not focus specifically on manufacturing of cereals, snacks, pasts or condiments. Optional and specialist units around quality, management, food safety practices, planning, process improvement and problem solving pitches at a level slightly higher than this South African Qualification. This type of management skills are found in the Level 4 Further Education and Training Certificate in Generic Management (NLRD 57712) and the Level 5 National Certificate in Manufacturing Management (NLRD 49743) of South Africa. On the New Zealand Qualification Authority (NZQA), three Qualifications exist for food processing, namely: This Qualification serves as an introductory Qualification for people employed in the processing of food, beverages and related products. As an introductory qualification, it covers entry-level skills and knowledge, preparing people to play productive operational, services and storage roles in the food and related products processing industry. It would typically be completed in the first year of employment. The Qualification contains compulsory, elective and optional sections. The compulsory section covers: The elective section allows candidates to choose from a range of additional standards to suit the nature of their particular work and includes competitive manufacturing, core health, core skills, food and related products processing, food safety, manufacturing processes, materials management, numbers, occupational health and safety, and powered industrial lift trucks. The optional standards allow additional communication skills to be included in the trainee's programme where this is needed in the context of their employment situation or to assist the achievement of the compulsory and elective standards. This Qualification is the second in the series of Qualifications designed for people employed in the processing of food, beverages and related products. As an intermediate Qualification, it builds on the National Certificate in Food and Related Products Processing (Level 2), and is intended for experienced process workers. This Qualification would typically be achieved in the second or third year of employment. The Qualification contains a compulsory section, and elective A and B section. The compulsory section covers: Elective A section caters for either machine operators or quality control personnel. Elective B section allows candidates to select from a range of additional standards to suit their particular work and enterprise. This Qualification is the third in the series of Qualifications designed for people employed in the processing of food, beverages and related products. It builds on the National Certificate in Food and Related Products Processing (Level 2), and the National Certificate in Food and Related Products Processing (Level 3), and is intended for team leaders or supervisors. The Qualification would typically be achieved in the third or fourth year of employment. The Qualification contains a compulsory section, and an elective section. The compulsory section covers: The elective section allows candidates to select from: Although there are elements of the South African fundamental, core and elective components in all of the above-mentioned New Zealand Qualifications, there is still no single Qualification that focuses specifically on the manufacturing of cereals, snacks, pasta or condiments. Also, the level of managerial skills required is somewhat higher than those required in the South African Qualification. Conclusion: There are definite overlaps between the Qualifications that were studied from abroad and the fundamental, core and elective components of this South African Qualification. Also, the principles of outcomes based training and assessment overseas are very similar to the South African NQF-based training and assessment system. There was, however, no single Qualification found abroad with a specific focus on the manufacturing of cereals, snacks, pasta or condiments, which makes this South African Qualification rather unique and specialised in its nature. |
| ARTICULATION OPTIONS |
| This Qualification provides horizontal articulation (through Exit Level Outcome 1) with all other NQF Level 3 National Certificates in Food and Beverage Processing. Processing-specific horizontal articulation exists with the following Qualifications on NQF Level 3:
This Qualification articulates vertically with the Further Education and Training Certificate in Generic Management NQF Level 4 (ID 57712). |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| For an applicant to register as an assessor, the following are essential:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| This Qualification replaces Qualification 20197, "National Certificate: Food and Beverages Processing: Cereals, Snacks, Pasta, Spices, Condiments and Culinary Processing", Level 3, 120 credits. |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 120403 | Apply good manufacturing practices as part of a food safety system | Level 2 | NQF Level 02 | 4 |
| Core | 120416 | Apply personal safety practices in a food or sensitive consumer product environment | Level 2 | NQF Level 02 | 5 |
| Core | 120242 | Demonstrate an understanding of heating and cooling media in a food-manufacturing environment | Level 2 | NQF Level 02 | 4 |
| Core | 120235 | Demonstrate an understanding of the concept of microbiology in a food handling environment | Level 3 | NQF Level 03 | 6 |
| Core | 8782 | Grade and sort food raw materials | Level 3 | NQF Level 03 | 6 |
| Core | 120239 | Monitor critical control points (CCPs) as an integral part of a hazard analysis critical control point (HACCP) system | Level 3 | NQF Level 03 | 6 |
| Core | 12316 | Perform first line maintenance on manufacturing or packing equipment | Level 3 | NQF Level 03 | 7 |
| Core | 119802 | Perform quality control practices in a food or sensitive consumer product operation | Level 3 | NQF Level 03 | 6 |
| Core | 9047 | Receive food raw materials | Level 3 | NQF Level 03 | 8 |
| Core | 8804 | Store and route food raw materials and products | Level 3 | NQF Level 03 | 8 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9010 | Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations | Level 3 | NQF Level 03 | 2 |
| Fundamental | 9013 | Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 3 | NQF Level 03 | 4 |
| Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9012 | Investigate life and work related problems using data and probabilities | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
| Fundamental | 7456 | Use mathematics to investigate and monitor the financial aspects of personal, business and national issues | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Elective | 120405 | Clean and sanitise a fast moving consumer goods (FMCG) processing system using an automated cleaning-in-place (CIP) system | Level 2 | NQF Level 02 | 5 |
| Elective | 9054 | Coat or dip a food product using automated equipment | Level 2 | NQF Level 02 | 6 |
| Elective | 12258 | Identify computerised systems in a manufacturing or processing system | Level 2 | NQF Level 02 | 7 |
| Elective | 336763 | Mix or blend food raw materials for processing using automated equipment | Level 2 | NQF Level 02 | 4 |
| Elective | 8783 | Peel fruit and vegetables for further processing | Level 2 | NQF Level 02 | 4 |
| Elective | 8765 | Pre-batch food raw materials | Level 2 | NQF Level 02 | 4 |
| Elective | 252435 | Apply basic invoicing and accounting principles | Level 3 | NQF Level 03 | 6 |
| Elective | 244574 | Apply knowledge of HIV/AIDS to a specific business sector and a workplace | Level 3 | NQF Level 03 | 4 |
| Elective | 244611 | Apply problem-solving techniques to make a decision or solve a problem in a real life context | Level 3 | NQF Level 03 | 2 |
| Elective | 9072 | Cook food products using continuous processing equipment | Level 3 | NQF Level 03 | 8 |
| Elective | 336780 | Cool a food product during the manufacturing of cereals, snacks, pasta or condiments | Level 3 | NQF Level 03 | 4 |
| Elective | 12315 | Demonstrate an understanding of basic machine operations in a manufacturing and or packaging environment | Level 3 | NQF Level 03 | 7 |
| Elective | 336759 | Demonstrate an understanding of the origin, purpose and function of raw materials used in the manufacturing of pasta | Level 3 | NQF Level 03 | 5 |
| Elective | 336761 | Dry a food product during the manufacturing of cereals, snacks, pasta or condiments | Level 3 | NQF Level 03 | 4 |
| Elective | 8808 | Extrude food products using a continuous extruder | Level 3 | NQF Level 03 | 10 |
| Elective | 8806 | Fry food products using vacuum or atmospheric frying equipment | Level 3 | NQF Level 03 | 20 |
| Elective | 8764 | Fumigate food raw materials before further processing | Level 3 | NQF Level 03 | 8 |
| Elective | 242814 | Identify and explain the core and support functions of an organisation | Level 3 | NQF Level 03 | 6 |
| Elective | 242812 | Induct a member into a team | Level 3 | NQF Level 03 | 4 |
| Elective | 14665 | Interpret current affairs related to a specific business sector | Level 3 | NQF Level 03 | 10 |
| Elective | 336779 | Mill or grind a food product | Level 3 | NQF Level 03 | 8 |
| Elective | 8823 | Pasteurise a food product by means of a batch pasteuriser | Level 3 | NQF Level 03 | 6 |
| Elective | 120234 | Pasteurise, thermise or vaccreate a liquid food product by means of a plate or tubular heat exchanger | Level 3 | NQF Level 03 | 12 |
| Elective | 336760 | Pop maize kernels for manufacturing of popcorn | Level 3 | NQF Level 03 | 3 |
| Elective | 9074 | Puff a food product using a pressure chamber | Level 3 | NQF Level 03 | 9 |
| Elective | 8882 | Roast beans or nuts | Level 3 | NQF Level 03 | 8 |
| Elective | 120259 | Separate liquids using a centrifugal separator | Level 3 | NQF Level 03 | 8 |
| Elective | 8784 | Shape fruit and vegetables for further processing | Level 3 | NQF Level 03 | 10 |
| Elective | 336762 | Steep maize for manufacturing of corn snacks or starch | Level 3 | NQF Level 03 | 4 |
| Elective | 9070 | Toast a food product in an oven toaster | Level 3 | NQF Level 03 | 8 |
| Elective | 116940 | Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem | Level 3 | NQF Level 03 | 6 |
| Elective | 116942 | Use a GUI-based word processor to create merged documents | Level 3 | NQF Level 03 | 3 |
| Elective | 9046 | Determine the quality of food products using sensory evaluation | Level 4 | NQF Level 04 | 10 |
| Elective | 242821 | Identify responsibilities of a team leader in ensuring that organisational standards are met | Level 4 | NQF Level 04 | 6 |
| Elective | 123355 | Manufacture a dry food product by means of a roller dryer | Level 4 | NQF Level 04 | 30 |
| Elective | 9068 | Prepare and process an aqueous and oil emulsion | Level 4 | NQF Level 04 | 15 |
| 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. | Gauteng City College |
| 2. | Optimum Learning Technologies (Pty) Ltd |
| 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. |