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: 

Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts 
SAQA US ID UNIT STANDARD TITLE
13632  Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This unit standard is for any person who intends working as an environmental education practitioner in any of a variety of contexts, including formal education, environmental education centres, community groups, industry and the government service. The unit standard provides an applied focus for the development of essential fundamental knowledge in environmental education. As such, it is specified as a core unit standard in the National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) which is relevant to entry-level environmental education practitioners. All environmental education practitioners are required to demonstrate competence in this unit standard.

A person credited with this unit standard will be able to:
  • Demonstrate knowledge of a variety of educational methods and approaches commonly used in environmental education programmes
  • Select methods that are appropriate in particular contexts
  • Justify choices of methods in terms of goals and principles of environmental education 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Certificate in EETDP (NQF Level 5) for which this is a core unit standard. This unit standard does not assume prior environmental education training or experience. However, it should be undertaken concurrently with the following unit standard:
  • Review a variety of approaches to learning, teaching and evaluation 

  • UNIT STANDARD RANGE 
    Candidates who have achieved this unit standard may implement an environmental learning programme at levels no higher than their own level of training and experience, unless they are particularly competent within a certain environment or area of focus.

    Candidates should consider covering no fewer than three formally stated goals and at least one set of principles of environmental education (e.g. the Tbilisi Principles or the NGO Education Principles for Sustainable and Just Societies).

    Candidates should focus on no fewer than three different contexts in which environmental education and learning take place (e.g. choose from formal education from primary to tertiary levels, environmental education centres, community settings, and environmental health and safety programmes).

    Learning programmes should highlight methods that show environmental education as an integrated, interdisciplinary and active approach to learning. Include methods to find and share information about the environment and environmental issues, hands-on investigations and inquiry, and approaches enabling reporting and action taking.

    Additional range statements are provided as they relate to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of a variety of educational methods and approaches 
    OUTCOME NOTES 
    Demonstrate knowledge of a variety of educational methods and approaches commonly used in environmental education programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Identify educational methods and approaches used in environmental education programmes in about three different contexts, through direct observation or case studies. 

    ASSESSMENT CRITERION 2 
    2. Explain the theoretical assumptions upon which each method is based, drawing on an introductory understanding of education theory. 

    SPECIFIC OUTCOME 2 
    Select methods that are appropriate in particular contexts 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Describe the contexts in which environmental education takes place. 
    ASSESSMENT CRITERION RANGE 
    Contexts include formal education (primary through tertiary institutions), environmental education centres, community projects, business and industry, government service, etc.
    Wide variety of groups including child and adult learners, community members, staff in institutions, general public, etc. Variety of environmental topics and issues.
     

    ASSESSMENT CRITERION 2 
    2. Select appropriate environmental education methods for a variety of contexts. 
    ASSESSMENT CRITERION RANGE 
    Include curriculum-related approaches, interdisciplinary themes, issue analysis, problem-solving, field work skills, active learning, co-operative learning and group work, etc.
     

    SPECIFIC OUTCOME 3 
    Justify choices of methods in terms of goals and principles of environmental education 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Justify methods chosen in terms of an understanding of at least three stated goals of environmental education. 

    ASSESSMENT CRITERION 2 
    2. Justify methods chosen in terms of an understanding of at least one set of principles of environmental education. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Refer to the Specific Outcomes and Assessment Criteria contained in this unit standard.

    The following essential embedded knowledge will be assessed through assessment of the specific outcomes, in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • At least three different contexts in which environmental education takes place
  • At least three stated goals of environmental education
  • At least one set of principles of environmental education
  • Characteristics of environmental education, in particular active learning approaches
  • A variety of educational methods commonly used in a variety of environmental education contexts
  • Introductory knowledge of learning theories underlying environmental education methods 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Be culturally and aesthetically sensitive across a range of social contexts.

    Explore education and career opportunities. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 


    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.
     
    1. Assessment and Entrepreneurship Centre 
    2. DELTA ENVIRONMENTAL CENTRE NPC 
    3. Nkinane Training Institute and Consulting (Pty) Ltd 
    4. SPS Consulting (Pty) Ltd 
    5. THE GMC GROUP PTY LTD 
    6. Ulwazi Training & Development 
    7. Wildlife and Enviroment Society of South Africa 



    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.