|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|
|National Certificate: Environmental Education, Training and Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|22901||National Certificate: Environmental Education, Training and Development Practice|
|SGB Environmental Educators|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||121||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|The National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) will prepare candidates to function as entry-level environmental education practitioners. It will apply in particular to part-time practitioners working in environmental education centres and to people who may be employed primarily in fields other than education, but who may develop an environmental education role in their workplace, e.g. field rangers, outreach officers, interpretive officers, etc.
People qualified with the National Certificate in EETDP (NQF Level 5) will be able to select and adapt existing environmental learning programmes, and justify their choices in terms of principles of environmental education and in response to issues of environmental justice and sustainability. When qualified, they will be able to plan, organise, implement and review a limited selection of environmental learning events using an active learning approach. They will also be able to select, adapt and use learning support materials to enrich the learning experience.
Given regular supervision in a structured environment, people qualified at this level will be able to make a meaningful contribution to environmental change through education. They will be able to work with others to undertake environmental action projects or facilitate environmental learning programmes. They will be able to work in a variety of contexts and workplaces, including environmental education centres, cultural and natural heritage sites (e.g. nature reserves, protected areas, museums, botanical and zoological gardens), and community and industrial settings. They may also be able to function as teachers' aides in formal education settings in, for example, assisting in field trips.
Rationale for the qualification:
Many environmental educators (including volunteers and part-time guides) are already in possession of an FETC or more advanced qualification, but lack a specific environmental education qualification. The NQF provides for a National Certificate of 120 credits at Level 5. This unit standards-based National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) is a flexible and accessible means whereby existing or aspirant environmental education practitioners can obtain a basic qualification in the field.
The arguments put forward in the rationale for separate level 5 qualifications in the ABET sub-field are also relevant here, and include:
Although the Level 5 Certificate may be offered as a full-time course, it is more likely that candidates will complete this qualification through part-time, in-service study. The level 5 unit standards will enable organisations training and employing environmental educators to structure training programmes in accordance with nationally recognised standards, and to provide this training at a level in line with their goals and resources.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The learning assumed to be in place is an FETC or RPL equivalent.
Other learning assumed to be in place is detailed in specific unit standards. Different combinations of unit standards require different learning to be in place. For example, in the case of in-service training, the particular combination of unit standards will relate to the needs of the particular workplace, e.g. nature reserve, community-based development project, industrial plant.
Recognition of prior learning:
The assessment criteria in the unit standards are, for the most part, performance-based, rather than descriptions of required knowledge. This quaification could therefore be awarded as a result of RPL in the workplace.
Access to the qualification is fairly open. Candidates will be required to demonstrate a Further Education and Training Certificate (FETC) or RPL equivalent. Unit standards, qualificatons and/or experience in fields such as environment, conservation or development would be an advantage
|RECOGNISE PREVIOUS LEARNING?|
|Elective Unit Standards:
A minimum of 16 credits can be selected from any field of learning relevant to the context or responsibilities of the assistant environmental education officer. These may include:
A minimum of 16 credits from Education, Training and Development unit standards:
|EXIT LEVEL OUTCOMES|
|People who qualify with the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5) will be able to:
The unit standards making up this qualification reflect aspects of all the roles of the professional educator, as defined in the Norms and Standards for Educators:
Furthermore, they also promote the development of the foundational, practical and reflexive components of 'applied competence' described in the same document.
|ASSOCIATED ASSESSMENT CRITERIA|
|The exit level outcomes are equivalent to the unit standards for this qualification. Assessment criteria are detailed in each of the unit standards and therefore the SGB did not produce additional assessment criteria for the exit level outcomes.|
|It appears that environmental education qualifications and unit standards are not included in international qualifications frameworks. Possible reasons for this include:
While environmental education qualifications per se, are not registered on other national qualifications frameworks, a number of diploma and degree programmes do exist internationally. However, no formal courses were found at levels below initial teacher education, which is equivalent to a qualification at level 6 or 7 on the NQF. A survey of environmental education courses from the Asia-Pacific region, New Zealand and the United States of America indicated that the unit standards covered in this level 5 qualification reflect, at an preliminary level, the knowledge, understanding, skills and value orientations covered in the international courses.
|Moderation must include both internal and external moderation of assessments at exit points of the qualification. Moderation should encompass achievement of the competence described in both individual unit standards as well as the integrated competence described in the qualification. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual learners on a case-by-case bassis.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing learners against this qualification must be registered as an assessor in Environmental Education, Training and Development Practice by the relevant ETQA. Assessors must have a level 6 qualification in Environmental Education, Training and Development Practice. Universities, colleges of education and organisations with well-established environmental education programmes should apply for accreditation in order to be able to carry out assessment. Co-operation between potential groups of assessors will be required in order to standardise assessment, moderation and the awarding of this qualification.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|1. The specific outcomes and assessment criteria contained in the unit standards are guidelines for assessors working with practitioners who do not have disabilities or special needs. Special consideration and exemptions should be given to practitioners who cannot fulfil the assessment criteria due to a disability or other special needs.
2. Essential embedded knowledge
The essential embedded knowledge required for this qualification has been built into the unit standards and assessment criteria. It is therefore not detailed in a separate section here.
It is worth mentioning that environmental education, in addition to being a sub-field with its own embedded knowledge, also draws on the embedded knowledge of a number of other fields and sub-fields of learning.
3. Assessment of learners with special needs
The specific outcomes and assessment criteria contained in the unit standards are guidelines for assessors working with practitioners who do not have abilities or special needs. Special consideration and exemptions should be given to practitioners who cannot fulfil the assessment criteria due to a disability or other special needs.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||8618||Organise oneself in the workplace||Level 2||NQF Level 02||3|
|Core||13662||Fulfil administrative requirements of an environmental learning programme or action project||Level 4||NQF Level 04||3|
|Core||13674||Identify and support learners with special needs||Level 4||NQF Level 04||4|
|Core||13667||Reflect on own facilitation performance as an environmental education practitioner||Level 4||NQF Level 04||5|
|Core||13668||Work ethically and professionally as an environmental education practitioner||Level 4||NQF Level 04||3|
|Core||13648||Apply appropriate social protocols in the workplace and community||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13649||Apply fundamental knowledge of environmental ethics to a field of work or study||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13650||Demonstrate a general understanding of people-environment relationships and current environmental challenges||Level 5||Level TBA: Pre-2009 was L5||16|
|Core||13632||Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13635||Implement and evaluate an environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13637||Network broadly in order to source information and support around a key environmental issue or risk||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13640||Research and analyse an environmental issue in terms of principles of environmental justice and sustainability and recommend possible solutions||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||13651||Review a variety of approaches to learning, teaching and evaluation||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13636||Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13634||Select, plan and adapt a contextually-relevant environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||8662||Analyse and communicate workplace data||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||8647||Apply workplace communication skills||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||12376||Assess and control pollution||Level 5||Level TBA: Pre-2009 was L5||2|
|Fundamental||8385||Facilitate conservation understanding||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||8367||Understand and develop conservation ethics||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||9937||Evaluate a course||Level 4||NQF Level 04||8|
|Elective||13661||Participate actively in a local environmental action project||Level 4||NQF Level 04||8|
|Elective||123372||Use appropriate tools and information systems to manage own information and communication||Level 4||NQF Level 04||4|
|Elective||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||123397||Evaluate a learning intervention using given evaluation instruments||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||10289||Facilitate a programme of learning||Level 5||Level TBA: Pre-2009 was L5||24|
|Elective||10288||Organise a programme of learning||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7978||Plan and conduct assessment of learning outcomes||Level 5||Level TBA: Pre-2009 was L5||15|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||Kainav Conservation Global (Pty) Ltd|