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: 

Implement and evaluate an environmental learning programme 
SAQA US ID UNIT STANDARD TITLE
13635  Implement and evaluate an environmental learning programme 
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
Passed the End Date -
Status was "Reregistered" 
2008-10-20  2009-05-13  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-05-13   2013-05-13  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
263360  Implement and evaluate an environmental learning programme  Level 5  New Level Assignment Pend.  15  This is only acceptable as a replacement if 13635 has the following statuses: Pending; Never Was Offered; Inactive. Please check that this is the case, and inform the Data Quality Coordinator if not. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for people working as junior environmental education practitioners in a fairly structured environment where they receive regular supervision. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

In general, candidates will be required to implement and evaluate environmental learning programmes and mediate learning up to and including level 4 on the NQF. They will be required to take responsibility for organising and implementing their own environmental learning programme group, either independently or with colleagues. They will not be required to design an original environmental learning programme or learning support materials, but will be required to draw on and adapt existing programmes and materials.

A person credited with this unit standard will be able to:
  • Take responsibility for implementing an environmental learning programme
  • Ensure effective mediation of environmental learning
  • Implement the environmental learning programme according to principles of outcomes-based education
  • Manage a group of learners appropriately and effectively
  • Evaluate an environmental learning programme. 

  • 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 Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    This unit standard must be completed in conjunction with the following unit standard:
  • Select, plan and adapt a contextually-relevant environmental learning programme

    This unit standard assumes competence in the following EETDP unit standards:
  • Demonstrate knowledge of environmental education principles, processes and methods and their appropriateness in different contexts
  • 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 (e.g. Level 4 on the NQF), unless they are particularly competent within a certain environment or focus area.

    Additional range statements are given in the following section as they relate to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Take responsibility for implementing an environmental learning programme 
    OUTCOME RANGE 
    Implement a relatively small-scale environmental learning programme, from 1-5 days in length, either independently or with colleagues. Take responsibility for one group of learners (approximately 30 maximum) but not for the co-ordination of a large group comprising sub-groups. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Take responsibility for organising a group participating in an environmental learning programme. 
    ASSESSMENT CRITERION RANGE 
    Including the educational programme, logistics, venue, materials, catering, transport.
     

    ASSESSMENT CRITERION 2 
    2. Communicate with colleagues and participants to ensure smooth co-ordination and organisation. 

    ASSESSMENT CRITERION 3 
    3. Implement an environmental learning programme, working both independently and with colleagues in team-teaching or small-group learning situations. 

    ASSESSMENT CRITERION 4 
    4. Implement a well-structured environmental learning programme that shows clear evidence of pre-implementation planning and preparation. 

    ASSESSMENT CRITERION 5 
    5. Operate within a given budget, if required. 

    SPECIFIC OUTCOME 2 
    Ensure effective mediation of environmental learning 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Ensure that teaching and learning methods and approaches are appropriate to the group, context and particular environmental focus. 

    ASSESSMENT CRITERION 2 
    2. Encourage and enable active learning processes. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Active learning methods and approaches encourage and enable learners to share and find information, explore and make sense of the environment in a particular context, and report on / take action to address environmental issues or concerns. 

    ASSESSMENT CRITERION 3 
    3. Ensure that teachers and learners use the environment, resources and learning support materials effectively and sustainably. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Principles of sustainable living. 

    ASSESSMENT CRITERION 4 
    4. Ensure that principles and practices of sustainable living and development are clearly reflected in the programme outcomes, focus and activities. 

    SPECIFIC OUTCOME 3 
    Implement an environmental learning programme according to principles of outcomes-based education 
    OUTCOME NOTES 
    Embedded knowledge:

    Principles of outcomes-based education: outcomes-based, learner-centred, performance focused, flexible rate of learning, assessment integrated into learning activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Clarify intended outcomes of the environmental learning programme and explain these to learners. 

    ASSESSMENT CRITERION 2 
    2. Demonstrate links between critical and/or curriculum outcomes and the environmental learning goals of the learning programme. 

    ASSESSMENT CRITERION 3 
    3. Implement activities that enable learners to develop and demonstrate competence. 

    ASSESSMENT CRITERION 4 
    4. Assess learner competence using assessment tools that are appropriate for the context. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Assessment techniques relevant to an environmental education context. 

    ASSESSMENT CRITERION 5 
    5. Use results of assessment to address needs for further learning and clarification. 

    SPECIFIC OUTCOME 4 
    Manage a group of learners appropriately and effectively 
    OUTCOME RANGE 
    Manage a group independently and with colleagues. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Communicate effectively with groups of various sizes and with individuals, ensuring audibility, appropriate language use, clarity and understanding. 
    ASSESSMENT CRITERION RANGE 
    Individuals, activity groups (4-6), sub-groups (20-35) and whole group (approx. 120).
     

    ASSESSMENT CRITERION 2 
    2. Manage a group of learners in a democratic manner, encouraging communication, participation in decision-making, co-operation, tolerance and respect. 

    ASSESSMENT CRITERION 3 
    3. Create an environment that encourages effective learning. 
    ASSESSMENT CRITERION RANGE 
    Stimulating, well-resourced, organised, flexible, responsible, support learners with special needs.
     

    ASSESSMENT CRITERION 4 
    4. Take responsibility for the safety of learners, particularly in novel environments. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Safety procedures and first aid. 

    SPECIFIC OUTCOME 5 
    Evaluate an environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Demonstrate knowledge of procedures for evaluating the learning programme. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Evaluation techniques and procedures 
    ASSESSMENT CRITERION RANGE 
    Evaluation criteria, forms, procedures for gathering and analysing data.
     

    ASSESSMENT CRITERION 2 
    2. Evaluate own learning programme group, drawing on feedback from self, participants and colleagues. 

    ASSESSMENT CRITERION 3 
    3. Collate and analyse evaluation evidence, including appropriateness for the context of learning programme and materials, quality of implementation practice, achievement of outcomes. 
    ASSESSMENT CRITERION RANGE 
    Observations, evaluation forms, discussion with participants, colleagues and supervisors, reflective journal.
     

    ASSESSMENT CRITERION 4 
    4. Report on results of evaluation to supervisor and colleagues, making recommendations for improvement. 

    ASSESSMENT CRITERION 5 
    5. Maintain own records of learning programme evaluation. 


    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.
  • Active learning methods and approaches (learners share and find information, explore and make sense of the environment, and report on / take action to address environmental concerns)
  • Principles of outcomes-based education (outcomes-based, learner-centred, performance focused, flexible rate of learning, assessment integrated into learning activities)
  • Assessment techniques relevant to an environmental education context
  • Safety procedures and first aid
  • Evaluation techniques and procedures 


  • Critical Cross-field Outcomes (CCFO): 

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

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

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

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

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

    Participate as a responsible citizen in the life of local, national and global communities.

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

    Explore education and career opportunities.

    Develop entrepreneurial opportunities. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 263360, which is "Implement and evaluate an environmental learning programme", Level 5, 15 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    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. NTI College 
    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.