|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:|
|Further Education and Training Certificate: Animal Protection|
|SAQA QUAL ID||QUALIFICATION TITLE|
|65229||Further Education and Training Certificate: Animal Protection|
|Task Team - Animal Protection Standards|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|LG SETA - Local Government and related Services Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 01 - Agriculture and Nature Conservation||Nature Conservation|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||152||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|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|
This qualification provides knowledge, skills and values needed for learners who wish to pursue a career in animal protection. Learners achieving this qualification will find employment in not-for-profit organisations (NPOs) in the field of animal welfare and in other organisations or communities where animals play a significant part.
Learners will be provided with the theoretical knowledge and the practical competencies to enable them to respond to situations where animals are or may be at risk. This qualification seeks to develop the following competencies in a learner:
The learner achieving this qualification will be able to:
Proper care and prevention of cruelty to animals is an important responsibility of the community. Mahatma Ghandi stated that the degree of civilisation attained by a society is reflected by its treatment of animals. More recently, research findings have shown that there is close relationship between violence towards people and animals. This qualification will also promote love of, and respect towards animals, which should have positive spin-offs for society in general. To promote care and concern for animals sets the tone for reducing violence in society.
Many people in rural and urban areas depend on their animals for their livelihood, and proper care of the animals results in the improvement of their socio-economic conditions.
Animal abuse occurs mostly in domestic situations, in exhibitions, entertainment, sports, farming, laboratories, breeding, when used for work, and in human interaction with wildlife. These abuses arise from ignorance, carelessness, negligence and wilful action.
It is in the interest of society as a whole to have inspectors who hold a nationally recognised qualification so that they can provide leadership by educating, advising, warning and prosecuting as the situation may demand. This qualification fulfils that need.
Inspectors in the animal welfare field are, by the nature of the work, very dedicated. This qualification provides well-deserved recognition for them.
Although there have been inspectors from historically disadvantaged groups for decades, their numbers have been very few, and there is a need to make their numbers demographically proportional.
This qualification gives credibility to animal welfare and protection organisational work as a significant career. Employers in the field will be more able to retain existing inspectors and recruit new ones, and thereby address the current shortfall of skilled workers.
Learners typically embarking on this qualification will have willingness to work with different communities, a current driving licence (Code EB) and compassion for people as well as animals.
This is the first qualification in the learning pathway for people working in the animal welfare field. Senior inspectors who are entrusted with managerial responsibilities will follow this qualification to achieve the National Certificate: Management at NQF Level 5. This embraces inter alia, the application of fundamental planning principles, organising, leading; strategic thinking; effective use of information and, being financially aware.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Recognition of Prior Learning:
This Qualification makes the Recognition of Prior Learning possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Animal Protection Qualification. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned in the previous paragraph.
This Recognition of Prior Learning may allow:
All recognition of Prior Learning is subject to quality assurance by the relevant accredited Education, Training, Quality and Assurance Body and is conducted by a registered workplace assessor. Fundamental unit standards may have been acquired in a range of economic sectors and these will be recognised as appropriate.
Access to the Qualification:
There is open access to this qualification for the learners who are in possession of a code 08 (EB) driving licence.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification learners are required to obtain a minimum of 152 credits as detailed below:
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of compulsory Unit Standards with 88 credits.
The elective Component consists of individual unit standards from which the learner must choose not fewer than 2 Unit Standards totalling a minimum of 8 credits.
|EXIT LEVEL OUTCOMES|
|On achieving this qualification the learner will be able to:
1. Communicate verbally and in writing using a number of different techniques and formats and apply basic mathematical concepts in the workplace.
2. Evaluate situations involving animals and explore appropriate strategies to be used in the case of abuse or neglect.
3. Conduct an animal cruelty investigation.
4. Support a prosecution.
5. Adopt the behaviours of a professional Animal Protection Inspector.
6. Advise on the proper care of animals commonly found in different socio-economic communities.
Critical Cross-field Outcomes:
This qualification promotes, in particular, the following Critical Cross-field Outcomes:
Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
Working effectively with others as a member of a team, group, organisation and community when:
Organising and managing oneself and one's activities responsibly and effectively when:
Communicating effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion when:
Collecting, analysing, organising and critically evaluating information to better understand and explain when:
Using science and technology effectively and critically, showing responsibility towards the environment and the health of others when:
Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1. Language and texts are used to communicate understanding for educational law enforcement purposes.
2. The use of basic mathematics in animal protection contexts is explained with relevant examples.
Associated Assessment Criteria for Exit Level Outcome 2:
1. Circumstances under which animals can be subjected to abuse as a result of ignorance by the owners are identified and possible strategies for resolving these circumstances are given.
2. The signs and symptoms of animals suffering pain, discomfort, distress or neglect are understood and used to identify abused animals.
3. Intervention strategies are linked to the nature of the identified problem/s.
Associated Assessment Criteria for Exit Level Outcome 3:
1. Applicable animal protection legislation is identified for the type of abuse being investigated.
2. Animal Practice codes are identified where applicable.
3. Complaints received are investigated according to organisational procedures.
4. Reports are prepared according to organisational standards.
Associated Assessment Criteria for Exit Level Outcome 4:
1. The role of the animal protection officer in court proceedings is explained in terms of functions and responsibilities.
2. A formal court statement is written in the prescribed format with correct application of terminologies.
3. A docket is completed in line with SA Police Services standards.
4. Evidence is presented in a court of law in accordance with acceptable legal proceedings.
5. Progress of a court case is monitored until completion.
Associated Assessment Criteria for Exit Level Outcome 5:
1. Personal grooming and dress codes are in accordance with organisational standards.
2. The inspector's vehicle is equipped and maintained to organisational standards.
3. Knowledge, skills and attitudes are maintained that ensure a professional image is portrayed to the public.
4. Pro-active and reactive inspections are undertaken according to organisational requirements.
5. Responsibility for inspecting all species of animals is adopted in accordance with the specific needs and legislation for particular species.
Associated Assessment Criteria for Exit Level Outcome 6:
1. A general knowledge of animals commonly found in different socio-economic communities is portrayed in terms of their physical, nutritional and species-specific needs.
2. Advice provided to animal owners is directed towards the needs of the animal and focuses on responsible ownership.
3. Practical ways of enriching the animal's environmental are identified in terms of specific needs and available resources.
Because assessment practices must be open, transparent, fair, valid and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic animal welfare contexts whenever possible.
A variety of assessment tools and pragmatic activities must be appropriate to contextualised working environment. Where it is not possible to assess the learner in a workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide an experience appropriate to the assessment.
The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors and moderators should make use of a range of formative and summative assessment methods. 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.
Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
|Scottish Qualifications Authority (SQA):
Being the first country in the world to introduce legislation to protect animals, the United Kingdom is a natural starting point. In the UK, many people regard Scottish education as superior to that found elsewhere in the nation. Scottish qualifications are based on competency standards and several of these are in the animal welfare sector under the description "Animal Care". The standards were developed by members of the Animal Care and Welfare Industry. The qualification chosen for comparison is Level 3 Animal Care G 8 DR23. It comprises a total of 12 Scottish Units of which 7 are chosen from 29 options. Some of the options are similar to the management options in this qualification whilst others would be covered in a forthcoming South African qualification for NPO society committee members.
Other options pertaining to animals are in our core standards except for "providing a suitable environment for reproduction", which in the domestic environment is contrary to policy here, and homing.
Important core standards in our Further Education and Training Certificate on investigations and use of legislation are options in the SQA G8 DR23.
In summary, comparing the two qualifications the proposed Further Education and Training Certificate:
New Zealand Qualifications Authority (NZQA):
New Zealand "inherits" many of the UK attitudes to animals and in many ways, the NZQA's National Certificates in Compliance and Regulatory Control (NQF 460 and 533) are closer than the SQA qualification above.
They are at NZQA Level 4 and the totals of 83 - 92 credits are made up from Standards ranging from Level 1 to Level 5. Like this FETC, they have equivalents to some of the Fundamental standards.
These, together with the 9 animal related standards and the 6 investigation and legislation-related standards are all compulsory. There are no "basic standards" that serve as introductions to specialisations like wildlife and laboratory animals. These have their own qualifications such as the National Certificate in Captive Wild Animals (70 credits) and the National Diploma in Laboratory Animal Care (146 credits at level 5).
In summary, comparing the two qualifications the proposed Further Education and Training Certificate:
The SQA and NZQA qualifications are packaged differently and there are differences of emphases between these and the proposed Further Education and Training Certificate.
SQA learners are given a wide choice of electives which may suit a wider target group, but are not relevant to the target group for the Further Education and Training Certificate. The NZ electives include topics such as handling volunteers, customer service, receipt and storage of goods. "Animal Care", like societies for the prevention of cruelty to animals here, comes under Agriculture.
The NZQA qualifications require all of the subjects to be covered, one similar variant addressing Animal Welfare needs. These qualifications are the responsibility of the NZ Local Government Industry Training Organisation.
Overall, the Further Education and Training Certificate's proposal appears to be more thorough and comprehensive, both in coverage of the law, and in the broad spectrum of animal species and their environments.
This comparison was made when about 90% of the qualification was completed. Nothing in the comparison motivated any changes to this proposal. Feedback from narrow consultation suggests that a qualification similar to the one proposed may serve the purposes of people in specialised areas such as animals in experimental laboratories. One comment was that the fundamental standards cover competencies that are scarce in that environment.
> ID 59201: National Certificate: Generic Management, NQF Level 5.
> ID 48435: Further Education and Training Certificate: Captive Animal Management, NQF Level 4.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||254222||Demonstrate stress management techniques as a self-help tool||Level 3||NQF Level 03||4|
|Core||261587||Compile, register and pursue a case docket with the South African Police Services||Level 4||NQF Level 04||5|
|Core||261621||Demonstrate basic knowledge of farm animal use in commercial and non-commercial farming systems||Level 4||NQF Level 04||5|
|Core||261595||Demonstrate basic knowledge of welfare issues relating to wildlife||Level 4||NQF Level 04||5|
|Core||261561||Explain equine characteristics and needs, husbandry, health and welfare||Level 4||NQF Level 04||5|
|Core||261557||Explain slaughter procedures and related animal welfare concerns||Level 4||NQF Level 04||5|
|Core||261598||Explain the principles of successful adoption of dogs and cats||Level 4||NQF Level 04||3|
|Core||261594||Explain the principles of the euthanasia of species commonly dealt with by animal welfare workers||Level 4||NQF Level 04||5|
|Core||261558||Give advice on responsible companion animal ownership||Level 4||NQF Level 04||4|
|Core||261599||Identify welfare requirements of animals in entertainment, exhibition, sport and security||Level 4||NQF Level 04||5|
|Core||261618||Maintain a professional image as an Animal Protection Inspector||Level 4||NQF Level 04||3|
|Core||261560||Plan and implement strategies for proactive animal protection||Level 4||NQF Level 04||5|
|Core||261593||Prepare for and react to an animal welfare complaint||Level 4||NQF Level 04||3|
|Core||261588||Present evidence for the protection of animals in a law court||Level 4||NQF Level 04||5|
|Core||261586||Profile species to identify their holistic requirements||Level 4||NQF Level 04||5|
|Core||261619||Use animal handling and protection equipment||Level 4||NQF Level 04||3|
|Core||115855||Create, maintain and update record keeping systems||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||261590||Explain the application of animal cruelty legislation||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||261591||Explain the application of the law in respect of performing and working animals||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||261589||Identify and explain the purpose of Acts, Codes and associated legislation pertaining to animal welfare||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||261592||Demonstrate knowledge of the short term care of cats in a caged environment and how to carry out an inspection||Level 4||NQF Level 04||3|
|Elective||261583||Implement a humane and sustainable strategy for managing a feral cat colony||Level 4||NQF Level 04||4|
|Elective||261579||Undertake an animal welfare inspection of a grooming parlour||Level 4||NQF Level 04||3|
|Elective||252037||Build teams to achieve goals and objectives||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||261585||Conduct media relations in animal welfare||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||261581||Demonstrate an understanding of the principles for the keeping of crocodiles in captivity||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||261580||Demonstrate an understanding of the principles of ostrich and emu farming||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||261577||Demonstrate understanding of the basic needs of herpetofauna in captivity||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||252022||Develop, implement and evaluate a project plan||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||252032||Develop, implement and evaluate an operational plan||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||252027||Devise and apply strategies to establish and maintain workplace relationships||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||261617||Devise strategies to reduce unnecessary animal experimentation||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||261578||Explain the nature of wildlife rehabilitation centres and animal welfare issues associated with them||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||261620||Inspect working donkeys living and working under sub-optimal welfare conditions||Level 5||Level TBA: Pre-2009 was L5||4|
|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.