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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Science in Dietetics and Nutrition 
SAQA QUAL ID QUALIFICATION TITLE
125426  Bachelor of Science in Dietetics and Nutrition 
ORIGINATOR
Nelson Mandela University 
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 First Degree(Min 480)  Field 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2036-03-10  

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 purpose of the Bachelor of Science in Dietetics and Nutrition is to produce competent and ethical dietitian-nutritionists who will contribute to the prevention, treatment, and cure of disease. The qualification will equip learners with the various steps of research methodology, to prepare them for postgraduate studies or a career in research in the field of nutrition. and to be involved in research of a high standard that can provide solutions to problems regarding the prevention, treatment, and cure of diseases.

A dietitian-nutritionist is a professional who applies the science of food and nutrition to promote health, prevent and treat disease, and optimise the health of individuals, groups, communities, and populations.

Further purpose of this qualification is to educate competent and ethical dietitian-nutritionists who will contribute to the prevention, treatment and cure of disease and be involved in research of a high standard that can provide solutions to problems regarding the prevention, treatment and cure of diseases.

The qualification's learning outcomes are prescribed by the Dietetics and Nutrition Board, and delineate the knowledge, skills, and attitudes that learners will develop in a manner that is consistent with its NQF level, the purpose of the qualification to which it leads, the nature of the discipline(s) on which it is based, and the requirements of relevant professional bodies.

Upon completion of the qualification, qualifying learners will be able to:
  • Demonstrate the ability to think critically and creatively in working within a cross-disciplinary team and multi-sectoral environment, within a community, and with stakeholders in contributing to the personal, social, and economic development of society, within a human rights framework and in an ethical, professional and legally-sound manner.
  • Provide leadership and take responsibility at appropriate levels of the health care system, coupled with a strong sense of responsibility and accountability for the development and implementation of nutrition services as an integral component of the health system.
  • Perform all duties within the scope of practice of the professional dietitian-nutritionist based on scientifically grounded evidence and with care and precision.
  • Communicate clearly and concisely to a range of individuals and audiences, using various media and appropriate information, education materials on nutrition-related topics in different settings.

    In addition, student attributes, including critical thinking, research methodology, professional accountability, knowledge production evaluation, ethical reasoning and conduct will be integrated into the learning process.

    Rationale:
    Nutrition and dietetics are national and provincial priorities due to their beneficial impact on health, the burden of disease, and prevention of disease. Recently, the focus in health has shifted from cure to disease prevention. Good nutrition is one of the cornerstones of disease prevention. An adequately educated and sufficient dietetics and nutrition workforce is required for prevention to take place. With this shift in health focus and considering that nutrition is one of the cornerstones of disease prevention, the dietitian must move more towards nutrition without neglecting the therapeutic nutrition component of the profession.

    The profession of Dietetics, for which the current Bachelor of Science (BSc) Dietetics has been developed, will be discontinued in a few years and replaced by the profession of Dietitian-Nutritionist. In line with the institution's vision, it is therefore necessary to redesign the existing qualification to fit the requirements of the new profession and the changing needs of learners.

    The professional Board of Nutrition and Dietetics approved the concept of training a single general nutrition professional cadre at the entry level, starting with the population's needs, and allowing for advanced qualifications and accompanied registration to address the tertiary level needs of the population. The current BSc Dietetics does not include sufficient education in the prevention and treatment of poor nutrition and the nutritional needs of the community, as a larger focus is placed on therapeutic nutrition. This qualification will address these shortcomings and align it with the needs of the profession, as approved by the Professional Board.

    There were only 4,443 registered dietitians in 2024, with less than 2,000 dietitians in the public sector, with 70% or more of the population (1 dietitian for every 22,000). Even in an urban area such as Nelson Mandela Bay, there are not enough dietitians to ensure that a dietitian can be present at the various clinics at least once a week. Many patients with undernutrition or non-communicable diseases that can be prevented, therefore, never see a dietitian. For the health sector to be efficient and successful in disease prevention and good nutrition support to the population, especially low socio-economic communities that are more vulnerable to disease, the number of dietitian-nutritionists in the country should be at least ten times more than it is now. The statistics report indicates clearly a shortage of dietitians in the country. It is therefore of utmost importance to train a fit-for-purpose dietitian-nutritionist who will meet the needs of the population.

    This qualification focuses on providing the opportunity to reach their full potential through a diverse range of activities and opportunities to achieve all outcomes. As the qualification is offered in a resource scarce country with a health service that concentrates on the disease prevention to ensure that the more expensive curative measures should be reduced, the qualification will focus also on a community oriented approach to allow learners to grow into responsible citizens that are capable of critical reasoning, innovation and adaptability and enhance social, economic, and ecological sustainability.

    The requirement of the Professional Board for Dietetics and Human Nutrition of the Health Professions Council of South Africa (HPCSA) states that a learner who wishes to practice as a registered Dietitian needs to complete a four-year qualification in Dietetics before they are allowed to complete Community Service and then register with the HPCSA to practice independently. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
  • Applicants who do not meet the direct admission requirements may enter a general BSc with similar Chemistry and/or Physics modules to those in the BSc (Diet and Nutr).

    RPL for exemption from modules:
  • Learners who pass these modules successfully can apply for exemption from the modules they have completed.
  • Learners who have completed similar modules to those offered in the qualification, e.g., from other institutions, can also request exemption for the modules completed.
  • Each learner's request is considered on an individual basis, with the similarity of the modules, e.g., outcomes, the progress of the learner in previous studies, the year in which the module was done, the NQF level, and the additional work that will be needed if full exemption is not given, as criteria.
  • Candidates must submit the detailed syllabus of each of the modules that they want exemption from, as well as their official marks for the specific modules.
  • Modules with a credit value of not more than 49 % of the total credit value of the qualification can be exempted.

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

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.
  • Learners must complete the institution's formal Exemption form, and the Heads of Programmes for the modules will either grant the exemption or not grant the exemption.
  • The forms are then submitted by the learner to the faculty administrator, who will record the outcomes and formally communicate the outcome with the learner.

    Entry Requirements:
  • National Senior Certificate (NSC), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Senior Certificate (Vocational) NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate (SC), NQF Level 4, with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, 7, and 8, totalling 522 Credits.

    Compulsory Modules, NQF Level 5, 117 Credits:
  • Physics for Dietitians, 7 Credits.
  • Chemistry General, 15 Credits.
  • Chemistry Organic, 6 Credits.
  • Computing Fundamentals, 8 Credits.
  • Food Service Operations, 15 Credits.
  • Introduction to Food Science, 15 Credits.
  • Applied Food Science, 15 Credits.
  • Nutrients, 15 Credits.
  • Nutritional Status, 15 Credits.
  • Applied Ethics and Law in Nutrition, 6 Credits.

    Elective Modules, 6 Credits, (Select one module):
  • Xhosa for Beginners, 6 Credits.
    Or
  • Practical English, 6 Credits.
    Or
  • Kommunikasie in Afrikaans, 6 Credits.

    Compulsory Modules, NQF Level 6, 134 Credits:
  • Nutritional Biochemistry, 12 Credits.
  • Nutritional Microbiology, 12 Credits.
  • Principles of Human Physiology and Control System, 20 Credits.
  • Human Systemic Physiology, 20 Credits.
  • Health Economics and Communication, 10 Credits.
  • Food Service Resources, 15 Credits.
  • Life Cycle Nutrition, 15 Credits.
  • Lifestyle Nutrition, 15 Credits.
  • Statistical Methods in Behavioural Sciences, 5 Credits.
  • Nutritional Epidemiology, 10 Credits.

    Compulsory Modules, NQF Level 7, 125 Credits:
  • Nutritional Pharmacology and Chemical Pathology, 15 Credits.
  • Food Service in Health Care, 15 Credits.
  • Medical Nutrition Therapy I, 20 Credits.
  • Medical Nutrition Therapy II, 20 Credits.
  • Public Health Nutrition, 20 Credits.
  • Nutritional Primary Health Care, 20 Credits.
  • Research Planning, 10 Credits.
  • Research Methodology: Qualitative, 3 Credits.
  • Research Methodology: Quantitative, 2 Credits.

    Compulsory Modules, NQF Level 8, 140 Credits:
  • Food Service Management Practice I, 16 Credits.
  • Food Service Management Practice II, 16 Credits.
  • Medical Nutrition Therapy Practice I, 20 Credits.
  • Medical Nutrition Therapy Practice II, 20 Credits.
  • Public Health Nutrition Practice I, 20 Credits.
  • Public Health Nutrition Practice II, 20 Credits.
  • Research Project I, 14 Credits.
  • Research Project II, 14 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interrogate and integrate knowledge at the forefront of nutritional science, food science and related basic sciences to critically analyse complex nutrition-related health issues across the life cycle in diverse South African contexts.
    2. Analyse food systems and food security issues at household, community and population levels using specialised knowledge to evaluate the multi-causal nature of food and nutrition insecurity and its consequences in the South African context.
    3. Conduct comprehensive nutritional assessments of individuals and populations using specialised methodologies and synthesise assessment data to diagnose nutrition-related health problems and determine appropriate interventions.
    4. Design and evaluate individualised nutrition care plans and therapeutic interventions for complex disease conditions using evidence-based approaches and understanding of the principles underlying nutritional support and supplementation.
    5. Conceptualise and evaluate community-based and population-level nutrition intervention strategies by engaging with multi-disciplinary and multi-sectoral stakeholders to address complex nutrition-related health problems in diverse communities.
    6. Evaluate and manage food service systems by applying specialised management principles to address complex operational, quality, and safety challenges whilst ensuring nutritional adequacy in institutional and community settings.
    7. Design, implement, and critically assess nutrition education and health promotion interventions using appropriate communication strategies and behaviour change theories to address complex communication challenges across different population groups and settings.
    8. Critically evaluate nutrition-related social, political, and economic conditions, and engage in evidence-based advocacy and social mobilisation processes to influence policy development and address social determinants of nutrition and health.
    9. Critically analyse and apply food and nutrition policies, strategies, guidelines, and regulations to address complex practice challenges and ensure compliance with professional and national standards in diverse settings.
    10. Conduct independent nutrition research using appropriate qualitative and quantitative methodologies and critically evaluate scientific and lay nutrition literature to inform evidence-based practice and contribute to knowledge in the field.
    11. Critically evaluate and address ethical issues in nutrition practice by applying professional accountability principles, ethical reasoning, and reflective practice within multi-disciplinary and inter-sectoral contexts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Interrogate current research and forefront knowledge in nutritional and food sciences using multiple credible sources.
  • Interrogate nutritional science, food science, and related basic sciences coherently to explain complex nutrition-related health issues.
  • Analyse complex nutrition-related health issues critically across the life cycle using appropriate scientific reasoning.
  • Consider diverse South African contexts when analysing nutrition-related health issues.
  • Justify evidence-based conclusions using current theoretical frameworks from the field.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interrogate food systems and food security issues at household, community and population levels using specialised knowledge.
  • Evaluate the multi-causal nature of food and nutrition insecurity and its consequences in the South African context.
  • Evaluate basic programmes and interventions to address issues regarding food systems and food security and adjusted and new programmes are developed and implemented.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Conduct comprehensive nutritional assessments of individuals and populations using specialised methodologies.
  • Collect and analyse assessment data to diagnose nutrition-related health problems.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Evaluate and adjust individualised nutrition care plans and therapeutic interventions for various disease conditions, including complex conditions are evaluated, adjusted and designed, using evidence-based approaches and understanding of the principles underlying nutritional support and supplementation.
  • Adjust food service operations to cater for individualized nutrition care plans and therapeutic interventions.
  • Plan and execute evidence-based nutrition care and interventions in a team-based approach, with other health care professionals.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate community-based and population-level nutrition intervention strategies conceptualised and implemented.
  • Apply multi-disciplinary and multi-sectoral engagement of stakeholders to address complex nutrition-related health problems in diverse communities.
  • Identify and advocate for the resources to implement community-based and population-level nutrition intervention strategies.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply, evaluate and manage specialised food service systems by applying specialised management principles.
  • Address complex operational, quality and safety challenges during management.
  • Evaluate and plan nutritional adequacy in institutional and community settings.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Critically assess and adjust nutrition education and health promotion interventions.
  • Design and implement suitable nutrition education and health promotion interventions using appropriate communication strategies and behaviour change theories to address complex communication challenges across different population groups and settings.
  • Design and implement appropriate nutrition education and health promotion messages for all ages, educational levels and socio-economic groups, using traditional methods as well as modern technology effectively.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Critically and evaluate nutrition-related social, political and economic conditions evidence-based advocacy and social mobilisation processes are implemented to influence policy development and address social determinants of nutrition and health.
  • Identify and suitably use resources for the effective implementation of evidence-based advocacy and social mobilisation processes.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Critically evaluate food and nutrition policies, strategies, guidelines and regulations.
  • Apply food and nutrition policies, strategies, guidelines and regulations to address complex practice challenges and ensure compliance with professional and national standards in diverse settings.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Conduct independent nutrition research, using appropriate qualitative and quantitative methodologies.
  • Apply with high standards with ethical standards nutrition research, including the identification of needs, problem statements, design of projects, implementation of plans, data collection and analysis and production of reports.
  • Critically evaluate scientific and lay nutrition literature to inform evidence-based practice and contribute to knowledge in the field.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Critically evaluate and address ethical issues in nutrition practice by applying professional accountability principles, ethical reasoning, and reflective practice within multi-disciplinary and inter-sectoral contexts.
  • Critically evaluate and reflect new issues around ethical nutrition practice upon and solutions are formulated according to accountability principles and ethical reasoning.

    INTEGRATED ASSESSMENT
    A scaffolding approach is followed. More basic competencies are included in the first year with an assessment practice of 60 % on lower cognitive levels and 40 % on higher cognitive levels and then on second year, the assessment practice is 50% of assessment on each of the lower and higher cognitive levels, In the third year 40% on a lower cognitive level and 60% on a higher cognitive level. Finally, in the fourth year, the assessment practice is 20% lower cognitive level and 80% on a higher cognitive level. The scaffolding is also planned in consultation with other SA universities so that we are all using basically the same competencies per year.

    Formative Assessment:
    As part of formative assessment, learners do:
  • Tasks.
  • Assignments.
  • Case studies.
  • Practical work that is assessed, and practical tests. In the fourth year, learners build a portfolio for each module.

    The number of formative assessment opportunities differs between the modules. In the service modules, learners usually write two tests and do one or two assignments per semester. They are also marked on their performance during practical work.

    In the modules offered by the Department of Human Nutrition and Dietetics, learners usually write two to four large tests, some small class tests (two to three), do one to four assignments, and, in some modules, they complete a project. In modules with practical work, they usually get marks for each practical and do one practical test. In addition, there may be small tasks and case studies that are peer reviewed and discussed in detail after assessment, but the marks do not necessarily count as part of the semester assessment or mark used for examination entrance (semester mark). The amount of formative assessment is also determined by the credits of the module, the experience of the staff member, and the planned notional hours that learners must spend on the module.

    Summative Assessment:
    Summative assessments in most modules are in the form of examinations.
    The length of the examination is linked to the number of credits of the module. Modules up to five credits usually write a one-hour examination, up to ten credits a two-hour examination, and above ten credits a three-hour examination paper.

    Papers in the first year usually count 180 marks for three hours, in the second year 165 marks for three hours, in the third year 150 marks for three hours, and in the fourth year 120 marks for three hours. In modules with practical work in the Department of Human Nutrition and Dietetics, learners do a practical examination of three hours before the beginning of the formal examination period. In subjects such as Chemistry, practical examinations are not done, but knowledge obtained during practical work is incorporated in theoretical examinations.

    During the fourth year of the qualification, learners write a final summative examination of three hours in each of the main subjects, and these examinations focus on the practical application of the knowledge and skills and the learners' ability to analyse and evaluate information and create solutions from the theoretical and practical work that they have done during the four years of study. The two research modules are assessed with continuous assessment that culminates in a project proposal in the third year and a treatise including an article in the fourth year.

    Although we make use of oral assessment, e.g., in the form of presentations and feedback on case studies, this is not externally moderated due to the stress that it puts on the learners. However, the dietitians on the clinical platform, who are not part of the university staff, also attend the oral assessments and give marks.

    Modules in the first and second year are internally moderated, and modules in the third and fourth year are externally moderated. The external moderator does not attend practical assessments, but the dietitians on the clinical platform attend these sessions and give marks. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably to similar qualifications in the international arena. The Association for Dietetics in South Africa (ADSA) is affiliated with the International Association of Dietetics Associations, which is proof of international professional recognition.

    Graduates are eligible for registration with relevant professional regulatory bodies in the UK, and in the USA, Canada, Ireland, Namibia, Botswana, Zimbabwe, Australia, and New Zealand after presenting course outlines to the applicable bodies and/or writing the required entrance exams.

    It is difficult to obtain relevant information on the training of undergraduate dietetic and/or nutrition programmes in Africa, but Ghana and Kenya are training dietitians. Zambia and Rwanda are also in the process of developing training for dietitians.

    Country: Kenya
    Institution: University of Nairobi
    Qualification Title: Bachelor of Science in Food, Nutrition, and Dietetics
    Duration: Four (4) academic years
    Admission Requirements
    The following shall be eligible for admission:
  • Holders of Kenya Certificate of Secondary Education (KCSE) with a mean grade C+ and a minimum of C in Biology or Biological Sciences, Chemistry or Physical Sciences, Mathematics or Physics, and English or Kiswahili.
    Or
  • Holders of Diploma in Nutrition and Dietetics or Nutrition and Food Sciences or equivalent, with KCSE, mean grade C or above.
    Or
  • Holders of Certificate in Nutrition and Dietetics or Nutrition and Food Sciences or equivalent from a recognized institution with KCSE mean grade of C- or above.
    Or
  • Holders of 'O' level Division I or II or equivalent with the subjects indicated in a) above; plus, a Diploma in Nutrition and Dietetics or Nutrition and Food Sciences from an institution recognized by the Senate.
    Or
  • Holders of 'A' level with two Principal Passes or equivalent in Biology and any one of the following subjects: Chemistry, Physics, or Mathematics.
    Or
  • Holders of a Bachelor of Science degree in Biological Sciences or related sciences from an institution recognized by the Senate.

    Purpose/Rationale:
    The purpose of the qualification is to train professionals with well-developed competencies in community nutrition and interventions, dietetics practice, food service, and public health-related food and nutrition policy formulations.

    The increasing prevalence rates of non-communicable diseases such as diabetes and cancer, alongside infectious diseases like HIV/AIDS, have led to a higher demand for appropriately trained nutritionists and dieticians to lead in ensuring the implementation and success of nutrition-sensitive and nutrition-specific interventions. The qualification prepares learners with knowledge and skills to work as nutritionists in the relevant sectors such as health, community programmes, food service, food processing, and agriculture, among others.

    Learning Outcomes:
    At the end of the BSc. In the Food Nutrition and Dietetics, the learner should be able to:
  • Apply the concepts and principles required to promote optimal food nutrition and dietetics practices for public health and disease management.
  • Implement food nutrition and dietetics-related programmes and research in multiple settings.
  • Demonstrate leadership and entrepreneurial skills in food, nutrition, and dietetics.
  • Prepare food and nutrition policies that positively impact the food and nutrition sectors.
  • Apply acquired skills in food nutrition assessment and diagnosis, and institute appropriate interventions in the field of practice.

    Careers Prospects/ Opportunities:
  • Academic institutions.
  • Research institutions.
  • Consultancy firms-self or established.
  • Hospitals.
  • Non-Governmental Organizations.
  • Food industries.

    Similarities:
  • University of Nairobi (UN) and the South African (SA) qualifications are offered in four years full-time
  • The UN qualification requires holders of the KCSE with university exemption, similar to the NSC with the university pass, in the SA qualification.
  • The UN and SA qualifications share a similar purpose and rationale of responding to emerging trends in the food, nutrition, and dietetics landscape, by addressing not only malnutrition but also the double and now triple burden of malnutrition.
  • Both qualifications provide fundamental knowledge in nutrition, dietetics, and related sciences.
  • The UN and SA qualifications are informed by the sustained evidence in support of the important and multidimensional role that nutrition and dietetics play in human growth and development, productivity, and wellbeing.
  • Both qualifications articulate vertically to a master's degree in a cognate field.

    Country: United States of America
    Institution: University of Cincinnati
    Qualification Title: Bachelor of Science in Nutrition and Dietetics
    Minimum Credits: 120 Credits
    Duration: 4 Years
    Admission Requirements
  • Official High School Transcript

    Purpose:
    The qualification provides a strong foundation in nutrition, food science, medical nutrition therapy, health promotion, and wellness. This program blends science and behavioural studies, preparing learners to become experts in food, nutrition, and disease prevention and management.

    Nutrition and Dietetics learners will have the opportunity to explore specialized areas of nutrition, including sports nutrition, community nutrition, and clinical dietetics, through coursework and experiential learning. The program equips learners with the knowledge and skills needed to support individuals and communities in achieving optimal health through evidence-based nutrition strategies.

    The Nutrition and Dietetics major is the first step toward becoming a Registered Dietitian Nutritionist (RDN). The curriculum meets the academic requirements for the Didactic Program in Dietetics (DPD), accredited by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics (AND). After completing the degree, learners will be eligible to apply for an accredited dietetic internship. A master's degree in any field is also required before taking the Commission on Dietetic Registration (CDR) credentialing exam to become an RDN. Many states require additional licensure to practice.

    The Academy of Nutrition and Dietetics sets standards and offers accreditation for nutrition programs, but it is a professional association. It revised its Scope of Practice in 2017 for the registered dietitian-nutritionist (RDN) and updated at the same time the Standards of Practice (SOP) in Nutrition Care and the Standards of Professional Performance (SOPP) for RDNs.

    The majority of RDNs are employed in health care settings (e.g., hospitals, accountable care organizations, health care systems, clinics, mental health centres, rehabilitation centres, dialysis centres, bariatric centres, long-term, post-acute, or assisted-living facilities) addressing wellness, prevention, and nutrition management of diseases and medical conditions.

    The nutrition and dietetics field of practice is described in terms of practice areas, services, and activities:
  • Acute and Ambulatory Outpatient.
  • Business and Communications.
  • Coaching.
  • Community and Public Health.
  • Entrepreneurial and Private Practice.
  • Culinary and Retail.
  • Foodservice Systems.
  • Global Health.
  • Integrative and Functional Medicine.
  • Malnutrition.
  • Management and Leadership.
  • Military Service.
  • Nutrition Informatics.
  • Post-Acute, Long-Term, Home, and Palliative Care.
  • Preventive Care, Wellness, and Weight Management.
  • Quality Management.
  • Research.
  • School Nutrition.
  • Sports Nutrition and Dietetics.
  • US Public Health Service.
  • Sustainable, Resilient, and Healthy Food and Water Systems.
  • Universities and other academic settings.

    Differences:
  • University of Cincinnati consists of 120 credit hours, whereas the South African (SA) qualification consists of 520 credits.
  • The basic training of the new nutrition professional aligns with American training, but with a greater emphasis on community nutrition/dietetics and public health nutrition.

    Country: United Kingdom
    Institution: London Metropolitan University
    Qualification Title: Dietetics and Nutrition - BSc (Hons)
    Duration: Full-time 4 years
    Entry Requirements:
  • A minimum of grades BBB in three A levels, including grade B or above in Biology and Chemistry (or a minimum of 120 UCAS points).
  • English Language and Mathematics GCSE at grade C/grade 4 or above (or equivalent).
  • An enhanced Disclosure and Barring Service (DBS) Check for the Adults' and Children's Workforce.
  • Clearance for non-exposure prone procedures (EPP) by an approved occupational health service.

    Purpose:
    The BSc (Hons) Human Nutrition degree provides a foundation in public health nutrition and disease prevention, and learners can qualify to become a dietitian by completing a master's degree and other requirements. This degree course addresses how diet, lifestyle, and physical activity contribute to health, well-being, and the prevention of major modifiable diseases. Successful completion of this full-time four-year course will make learners eligible to apply to join the register of the Health and Care Professions Council (HCPC) as a Dietitian.

    Similarities:
  • London Metropolitan University (LMU) and the South African (SA) qualifications are offered in four years full-time.
  • Both qualifications share similar entry requirements and purpose, as learners will develop the knowledge to provide nutrition and dietetic care for individuals, groups, and populations who have or already are at risk of developing long-term health conditions.
  • The HCPC is responsible for the registration of dietitians in the UK, similar to the HPCSA in the SA qualification.
  • Both qualifications progress to a master's degree in a cognate field.

    Similar to the SA qualification, on completion of the LMU qualification, graduates are registered with the relevant statutory body. Dietitians must meet the standards of proficiency relevant to their scope of practice - the areas of their profession in which they have the knowledge and skills to practise safely and effectively.

    The Standards of proficiency - Registrant dietitians must:
  • Be able to practise safely and effectively within their scope of practice.
  • Be able to practise within the legal and ethical boundaries of their profession.
  • Be able to maintain fitness to practise.
  • Be able to practise as an autonomous professional, exercising their own professional judgement.
  • Be aware of the impact of culture, equality, and diversity on practice.
  • Be able to practise in a non-discriminatory manner.
  • Understand the importance of and be able to maintain confidentiality.
  • Be able to communicate effectively.
  • Be able to work appropriately with others.
  • Be able to maintain records appropriately.
  • Be able to reflect on and review practice.
  • Be able to assure the quality of their practice.
  • Understand the key concepts of the knowledge base relevant to their profession.
  • Be able to draw on appropriate knowledge and skills to inform practice.
  • Understand the need to establish and maintain a safe practice environment.

    Difference:
  • The SA qualification is aligned with the UK and LMU qualifications, although the SA qualification has a different emphasis on community dietetics/nutrition and public health nutrition. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Science in Dietetics, NQF Level 8.

    Vertical Articulation:
  • Master of Medical Science in Dietetics, NQF Level 9.
  • Master of Consumer Science in Food and Nutrition, NQF Level 9.

    Diagonal Articulation:
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    NOTES 
    N/A. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Nelson Mandela University 


    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.