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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate a basic knowledge of legislation applicable to captive animals 
SAQA US ID UNIT STANDARD TITLE
113815  Demonstrate a basic knowledge of legislation applicable to captive animals 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A qualifying learner assessed as competent against this unit standard will be able to adhere to the applicable legislation relevant to the animals within the learner`s area of responsibility. This will include national, provincial and municipal legislation and regulations and international Conventions.

The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, botanical gardens, nurseries, circuses, other animal holding facilities, breeding centres and rehabilitation centres.

This competence will contribute towards the legal compliance of facilities handling captive animals. This competence will aid the interaction between captive facilities and the public whilst maintaining the aims of species protection. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
N/A 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Access and interpret provincial and local legislation applicable to captive animals. 
OUTCOME NOTES 
  • Local regulations
  • Provincial ordinances 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    In particular assessors should check for the following

    Practical competence
  • Access to local and provincial legislation is demonstrated

    Foundational competence
  • Applicable local and provincial legislation is explained
  • Applicable local Conventions are explained
  • Species conservation status is explained
  • Conditions for applicable permits are explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Product sample
    Examine reports filed by learner when in the field
  • Simulation of a specific task
    Set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written)
  • Ask relevant questions to ascertain the level of the learners knowledge of the relevant legislation and his/her understanding of the intent of such legislation.
  • Testimony
    Collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 2 
    Demonstrate a working knowledge of the regulations applicable to the learner`s area of operation. 
    OUTCOME NOTES 
  • Local regulations
  • Provincial ordinances
  • Species vulnerability
  • Animal security (physical)
  • IATA 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    In particular assessors should check for the following

    Practical competence
  • Access to local and provincial legislation is demonstrated

    Foundational competence
  • Applicable local and provincial legislation is explained
  • Applicable local Conventions are explained
  • Species conservation status is explained
  • Conditions for applicable permits are explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Product sample
    Examine reports filed by learner when in the field
  • Simulation of a specific task
    Set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written)
  • Ask relevant questions to ascertain the level of the learners knowledge of the relevant legislation and his/her understanding of the intent of such legislation.
  • Testimony
    Collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 3 
    Demonstrate a basic knowledge of applicable permit conditions. 
    OUTCOME NOTES 
  • CITES permits
  • Transportation, import, export, sale, donation and keeping in captivity permits 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    In particular assessors should check for the following

    Practical competence
  • Access to local and provincial legislation is demonstrated

    Foundational competence
  • Applicable local and provincial legislation is explained
  • Applicable local Conventions are explained
  • Species conservation status is explained
  • Conditions for applicable permits are explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Product sample
    Examine reports filed by learner when in the field
  • Simulation of a specific task
    Set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written)
  • Ask relevant questions to ascertain the level of the learners knowledge of the relevant legislation and his/her understanding of the intent of such legislation.
  • Testimony
    Collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 4 
    Explain the conservation status of species. 
    OUTCOME NOTES 
  • Red Data lists
  • Ordinary Game, Protected Game, Specially Protected Game 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    In particular assessors should check for the following

    Practical competence
  • Access to local and provincial legislation is demonstrated

    Foundational competence
  • Applicable local and provincial legislation is explained
  • Applicable local Conventions are explained
  • Species conservation status is explained
  • Conditions for applicable permits are explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Product sample
    Examine reports filed by learner when in the field
  • Simulation of a specific task
    Set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written)
  • Ask relevant questions to ascertain the level of the learners knowledge of the relevant legislation and his/her understanding of the intent of such legislation.
  • Testimony
    Collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    N/A 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Laws ordinances and regulations applicable to captive animals within facility
  • Interpretation of permit conditions
  • Red Data lists
  • Conservation status of species
  • Economic and cultural importance of species
  • Ethics of animal security
  • Practical methods of securing facilities 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following specific outcomes:
  • Demonstrate a working knowledge of the regulations applicable to the learner`s area of operation
  • Demonstrate a basic knowledge of applicable permit conditions
  • Explain the conservation status os species 
    		•

    UNIT STANDARD CCFO WORKING 
    Team work relates to the following specific outcomes:
  • Access and interpret provincial and local legislation applicable to captive animals
  • Demonstrate a working knowledge of the regulations applicable to the learner`s area of operation
  • Explain the conservation status os species 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all the specific outcomes 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to all the specific outcomes 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all the specific outcomes 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all the specific outcomes 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to all the specific outcomes 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to all specific outcome 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • The value of the facility within the field of resource management and to society
  • The role captive facilities play in terms of general environmental education
  • Protection and preservation of natural resources
  • Ecological and social rights, benefits and responsibilities
  • Empathy towards living natural resources

    Supplementory information

    The actual learning programme will vary according to the geographical area in which the learner will be employed, bearing in mind that the programme should not be so limited as to exclude broad applicability of the unit standard. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48435   Further Education and Training Certificate: Captive Animal Management  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.