SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Adventure Based Learning 
SAQA QUAL ID QUALIFICATION TITLE
65569  Further Education and Training Certificate: Adventure Based Learning 
ORIGINATOR
Task Team - Adventure Based Learning 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Further Ed and Training Cert  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  149  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

In the context of the Adventure-Based Learning industry, this qualification will enable a successful learner to develop and lead creative, innovative and exciting programmes and adventure recreation activities; which are largely, but not exclusively, based outdoors. All learning is experience-based. Adventure Based Learning (ABL), becomes experience-based when the key element of reflection is added to the activity experience. Activities can range from low, medium to high risk adventures that can create specific experience outcomes during an ABL program.

Individuals meeting the requirements of this qualification will be able to contribute positively towards safe, interesting and exciting indoor and outdoor experiences for the participants, and in so doing contribute to the development of the adventure recreation industry of South Africa. The qualifying learner will also contribute positively to an increasing awareness of the role that adventure recreation plays in the overall well-being of participants, and the benefits it has for the broader community, and this is likely to increase participation levels.

Learners will be capable of combining a range of self-organisation and life-long learning skills with a working knowledge of Adventure-Based learning practices and integrating these within a context to produce a multi-skilled practice.

The qualifying learner will be able to:
  • Apply the principles of facilitation within the Adventure-Based Learning environment.
  • Prepare Adventure-Based Learning activities and/or programmes according to organisational requirements.
  • Conduct Adventure-Based Learning activities according to operational requirements.

    Rationale:

    The growth and expansion within the adventure, leadership and team-building sectors within the Adventure-Based Learning industry, require competent and qualified activity leaders or facilitators to offer outdoor recreation experiences that are available for the public.

    This qualification forms part of a qualification set for this industry and will enable career-path development for individuals operating within the following three main fields of operation:
  • Outdoor Recreation.
  • Outdoor Guiding.
  • Extreme Adventure, Recreation and Sport.

    Adventure-Based Learning provides a unique combination of the use of the outdoors as a classroom and a variety of adventure recreation activities as the medium to create experiences that can provide learning opportunities for alternative education.

    In particular, this qualification will develop the competencies required by individuals operating as:
  • Leaders of volunteer groups.
  • Group instructors.
  • Senior instructors.
  • Programme Co-ordinators.
  • Professional ABL practitioners.
  • Outdoor Recreation Therapists.

    Adventure-Based learning activities may be planned, conducted and facilitated for a variety of purposes, and settings including youth programmes, alternative/environmental education, social development, team building, leadership training or outdoor recreation therapy. They may be offered by a range of Adventure-Based organisations, including:
  • Adventure-Based Outdoor Centres.
  • Training and development companies and organisations.
  • Adventure Institutions offering outdoor and adventure programmes.
  • Schools and Colleges.
  • Tertiary education offering recreation programmes.
  • Organisations specialising in utilising recreation rehabilitation.

    This qualification is designed to meet the needs of learners who are either actively involved in the Adventure-Based Learning environment or individuals who desire to further develop their skills in order to enter this industry. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners accessing this qualification are competent in:
  • Communication at NQF Level 3.
  • Mathematical Literacy at NQF Level 3.

    Recognition of Prior Learning:

    This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.

    An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.

    RPL may also be used by learners, who are not in possession of a GETC or equivalent qualification, to gain access to the Qualification.

    Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

    Access to the Qualification:
  • There is open access for learners who are able to arrange for assessment in either an Adventure- Based Learning or Adventure Guiding environment. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    The qualification is made up of Fundamental, Core and Elective unit standards and a minimum of 149 Credits is required to complete the qualification.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.
  • 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.

    Core Component:
  • The Core Component consists of Unit Standards to the value of 78 credits all of which are compulsory.

    Elective Component:
  • Elective unit standards to the value of 15 credits must be selected. 

  • EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of the principles of facilitation within the Adventure-Based Learning environment.

    2. Prepare Adventure-Based Learning activities and/or programmes according to organisational requirements.

    3. Conduct Adventure- Based Learning activities according to operational requirements.

    Critical Cross-Field Outcomes:

    The qualification addresses the following Critical Cross-Field Outcomes:

    Communicate effectively:
  • Effective communication is enabled through the maintaining of relevant communication as per organisational requirements.

    Identify and solve problems:
  • Problems are identified and solved in the planning and conducting of Adventure-Based Learning activities and/or programmes as it relates to the planning execution and reviewing of all related responsibilities.

    Collect, analyse, organise, and critically evaluate information:
  • Information is collected analysed, organized and evaluated in the preparation, conducting and conclusion of Adventure-Based Learning activities.

    Organise and manage own activities:
  • Own activities are managed and organised in the performance of Adventure-Based Learning.

    Work in a team:
  • Teamwork is supported in the operational environment and the execution of Adventure-Based Learning responsibilities.

    Seeing the world as a set of interrelated systems:
  • Inter-relatedness of systems is supported in the observing and management of group dynamics as well as the conducting of activities in the natural outdoor environment. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1. Facilitation as a tool within the Adventure-Based Learning environment is explained in terms of its use in the different models of Adventure-Based Learning.
    1.2. Group dynamics are explained in terms of its effect and application in the management and organising of groups in order to conduct Adventure-Based Learning facilitation.
    1.3. The role, purpose and function of participant support is explained in terms of achieving the aims and objectives of an Adventure-Based Learning facilitation process.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Outdoor recreation and adventure activities used in the operational environment are identified and described in terms of their application in an Adventure learning programme.
    2.2 Adventure and recreation activities are selected and sequenced to prepare for the implementation of planned Adventure-Based learning programmes.
    2.3 Operational requirements specific to selected outdoor adventure and recreation activities and/or programmes are evaluated to ensure that minimum impact practices are implemented.
    2.4 The potential impact of activities and/or programmes on individuals and groups are evaluated so as to assist in the choice of activities that have minimal negative and maximum positive impact.
    2.5 Pre-implementation preparation for activities are concluded according to organisational and industry requirements.
    2.6 Group and activity administration is concluded according to organisational and industry requirements.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Communication is maintained in order to brief and lead participants through a recreation and/or adventure activity/programme.
    3.2 Adventure-Based Learning activities and/or programmes are supervised and conducted in accordance with organisational procedures, time-frames and standards.
    3.3 Technical skills are applied to lead participants through selected activities/Adventure-Based Learning programme in a variety of terrains.
    3.4 Navigation in natural environments is conducted in a manner ensuring that minimal impact practices are maintained.
    3.5 Adventure-Based Learning activities/programmes are concluded in order to meet specific activity outcomes and objectives.
    3.6 Review sessions are concluded in support of effectiveness of the learning experiences for the participants.
    3.7 Post activity responsibilities are conducted according to organizational and industry requirements.
    3.8 A safety plan for an Adventure Based Learning program is complied in accordance with legislative and organisational requirements.

    Integrated Assessment:

    Integrated assessment at this level will evaluate the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the required performance standards required.
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

    The assessment may require assessment methods, which take evidence generated during on-the job activities into account. Because assessment practices must be open, transparent, fair, valid and reliable; ensuring that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, and foundational competencies should be assessed.

    Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated way. Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA. 

  • INTERNATIONAL COMPARABILITY 
    Adventure-Based Learning is utilised in countries such as Britain, New Zealand and Australia. Outdoor adventure activities are also used in the USA but training and development of instructors/facilitators and practitioners is well-established and recorded in terms of qualifications utilised in Britain and Australia, which are presently regarded as world-leaders in the utilisation of adventure activities in a learning environment.

    Due to the well-regulated structure of Adventure-Based Learning organisations and the well-established requirements of skills and competencies against recognised qualifications in the ABL environment in these countries, the decision was taken to conduct international comparability against qualifications utilised by Australia and Britain.

    Comparisons were conducted against the following qualifications:
  • The Australian Certificate in Outdoor Recreation Level 3.
  • The British NCFE Level 3 Certificate in Outdoor Activity Leadership.

    The British NCFE Level 3 Certificate in Outdoor Activity Leadership contains the following core competencies:
  • Contribute to improving personal and organisational performance.
  • Organise people and resources for outdoor programmes.
  • Promote Health and Safety.
  • Promote the conservation of the environment.
  • Establish and maintain effective working relationships.
  • Design outdoor recreation programmes.
  • Deliver education in the outdoors.
  • Promote the transfer of learning from outdoor experiences.
  • Design outdoor development training programmes.
  • Deliver training in the outdoors.
  • Facilitate adventurous experiences.

    Similarities in the Further Education and training Certificate: Adventure-Based Learning is found in the following unit standards making up the core component of the qualification:
  • Facilitate learning through an Adventure-Based activity.
  • Plan and implement minimum impact practices.
  • Manage and organise groups.
  • Prepare to conduct and conclude adventurous experiences.
  • Lead participants through an outdoor recreation and/or adventure activity showing competence in the technical skill required.

    The Further Education and training Certificate: Adventure-Based Learning qualification differs through the inclusion of the following areas of competency:
  • Navigate in natural environments.
  • Support and refer participants.
  • Use and maintain a temporary overnight site.
  • Present Adventure-Based learning team-building programme and recreational activities.
  • Conduct a reviewing session.

    The important role of Adventure-Based learning in the South African context as it relates to team building and the honing of group cohesion within a new political dispensation is the reason for the inclusion of learning related to participant support, team building and reviewing of learning. In addition, the natural environments in which our adventure and recreational activities often take place require skills in the navigation of natural environments as well as the use and maintaining of overnight sites.

    The Australian Level 3 Certificate in Outdoor Recreation comprises the following competency focus areas:
  • Facilitate a group.
  • Guide outdoor recreation sessions.
  • Maintain environmental procedures.
  • Maintain environmental procedures.
  • Plan for minimal environmental impact.
  • Plan outdoor recreation activities.
  • Respond to emergency situations.
  • Undertake risk analysis of activities.

    The following ranges of technical skills are provided in elective modules in this qualification:
  • Climbing skills - Artificial surface.
  • Climbing skills - Natural surface.
  • Inland canoeing skills.
  • Inland kayaking skills.
  • Sea kayaking skills.
  • Single pitch abseil skills - Natural surfaces.
  • Single pitch abseil skills - Artificial surfaces.
  • Surfing manoeuvres.
  • Snowboarding.
  • Bushwalk skills - easy untracked.
  • Bushwalk skills - difficult.
  • Diving.
  • Low rope sessions.
  • High rope sessions.
  • Archery.
  • Cycling.
  • Caving.
  • Snorkelling.
  • Surfing.
  • Rafting.

    Similarities in the Further Education and training Certificate: Adventure-Based Learning is found in the following unit standards making up the core component of the qualification:
  • Facilitate learning through an Adventure-Based activity.
  • Plan and implement minimum impact practices.
  • Manage and organise groups.
  • Prepare to conduct and conclude adventurous experiences.
  • Lead participants through an outdoor recreation and/or adventure activity showing competence in the technical skill required.

    The qualification differs through the inclusion of the following areas of competency:
  • Navigate in natural environments.
  • Support and refer participants.
  • Use and maintain a temporary overnight site.
  • Present an Adventure-Based learning team-building programme and recreational activities.
  • Conduct a reviewing session.

    The elective component of the Further Education and training Certificate: Adventure-Based Learning compares well in terms of the following adventure and/or recreational activities and technical skills:
  • Rafting.
  • Paintball.
  • Low ropes.
  • Abseiling.
  • Orienteering (applied to trails etc.).
  • Foefie slide.
  • Kloofing.
  • High ropes.

    Whilst some of the elective components are already addressed in the Level 3 qualification they are available for inclusion into the elective component of the Further Education and training Certificate: Adventure-Based Learning should it be deemed a requirement.

    Safety and risk assessment is incorporated into each unit standard dealing with technical skills in the elective component of the qualification, thus avoiding the possibility of poor integration with technical skills.

    No similar qualifications are offered in SADC countries.

    Conclusion:

    The comparison exercise has indicated a strong alignment of the learning in the Further Education and training Certificate: Adventure-Based Learning to best practice offered internationally. While the Australian qualification offers in excess of 40 specialisation activities, the ones chosen for the local context are regarded as adequate for the South African context.

    The industry in Britain and Australia is regulated quite rigorously and training and operational safety and conduct are maintained via established watchdog bodies such as the Institute of Outdoor Learning (UK), Adventure Activity Licensing Authority (AALA) and the Australian Outdoor Recreation Council (AORC). This is not the case in South Africa, hence a strong focus on safety and safe practices can be found in the unit standards in the Further Education and training Certificate: Adventure-Based Learning.

    The qualification is comparable to best international practice and is appropriate for South Africa in terms of the current Adventure-Based Learning set-up in the country. 

  • ARTICULATION OPTIONS 
    This Qualification will provide for horizontal and vertical articulation within the envisaged Learning pathway for the Adventure-Based Learning environment. As no similar qualifications are presently registered on the NQF, articulation outside of the ABL environment could possibly include:

    Horizontal articulation:
  • ID 58163: Further Education and training Certificate: Community Recreation, NQF Level 4.

    Vertical articulation:
  • National Certificate: Recreation Management, NQF Level 5.
  • National Higher Certificate: Recreation Management, NQF Level 5. 

  • MODERATION OPTIONS 
  • Anyone moderating assessment of a learner, against this Qualification must be registered as a moderator with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that may enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment may be overseen by the relevant ETQA according to the policies and guidelines for assessment and moderation of that ETQA, in terms of agreements reached around assessment and moderation between various ETQAs (including professional bodies), and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at all exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as the integrated competence described in the Exit Level Outcomes of the Qualification.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Anyone assessing a learner, against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

    For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
  • To be registered as an assessor with the relevant ETQA.
  • To be in possession of a relevant qualification at NQF Level 6 or higher. 

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

    NOTES 
    Operational requirements within different Adventure-Based Learning settings/organisations may differ due to a specific preference for adventure activities to transfer learning. Regardless of the type of activities utilised, all operational environments will need to pay particular attention to:
  • Equipment and infrastructure requirements.
  • Equipment preparation and maintenance.
  • Safety standards.
  • Environmental utilisation and care.
  • Preparation of the operational environment.

    Post activity responsibilities within the operational environment will likewise be organisationally specific but will include:
  • Adventure equipment inspection and maintenance.
  • Environment care.
  • Infrastructure maintenance.
  • Programme administration and feedback.
  • Incident reports.
  • Activity evaluation.

    It is recommended that a learner should complete 1 000 hours of practical experience to give the learner practice in applying Adventure-Based Learning skills. This is within the bounds of completion of a certificate within 1 year of full-time study. It also represents the minimum amount of experience appropriate to the practical application of the required skills both in terms of facilitation but also in terms of activity and equipment related safety and mastery of skills. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  254220  Provide primary emergency care/first aid as an advanced first responder  Level 3  NQF Level 03 
    Core  262278  Conduct a reviewing session  Level 4  NQF Level 04 
    Core  262279  Conduct an adventurous experience  Level 4  NQF Level 04 
    Core  120344  Demonstrate knowledge and understanding of relevant current occupational health and safety legislation  Level 4  NQF Level 04 
    Core  262304  Facilitate learning through an adventure based learning (abl) experience  Level 4  NQF Level 04 
    Core  262317  Lead participants through an outdoor recreation and adventure activity  Level 4  NQF Level 04  10 
    Core  262320  Manage and organise groups  Level 4  NQF Level 04  10 
    Core  262318  Navigate in natural environments  Level 4  NQF Level 04 
    Core  262305  Plan and implement minimum environmental impact practices  Level 4  NQF Level 04 
    Core  262238  Present team building programmes and recreational activities  Level 4  NQF Level 04  10 
    Core  262319  Support and refer participants  Level 4  NQF Level 04 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  119462  Engage in sustained oral/signed communication and evaluate spoken/signed texts  Level 4  NQF Level 04 
    Fundamental  119469  Read/view, analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  119471  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  119459  Write/present/sign for a wide range of contexts  Level 4  NQF Level 04 
    Elective  119730  Co-ordinate volunteer activities  Level 3  NQF Level 03 
    Elective  262302  Conduct an abseil experience in an artificial or selected natural site  Level 3  NQF Level 03 
    Elective  262244  Control and maintain adventure equipment  Level 3  NQF Level 03 
    Elective  262241  Supervise a low ropes course in an adventure environment  Level 3  NQF Level 03 
    Elective  262240  Use orienteering techniques in a mapped area  Level 3  NQF Level 03 
    Elective  262243  Conduct a sea kayaking experience for recreational use  Level 4  NQF Level 04 
    Elective  262245  Lead a survival experience in the outdoors  Level 4  NQF Level 04 
    Elective  262246  Set up and operate a camping site  Level 4  NQF Level 04 
    Elective  262242  Supervise a high ropes course  Level 4  NQF Level 04 


    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.
     
    NONE 



    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.