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: 

Control problem Animals 
SAQA US ID UNIT STANDARD TITLE
8347  Control problem 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 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 ethically control and process the carcasses of problem animals. This unit standard will also provide the competence necessary for the learner to assist during employer - community interactions with regard to incidents involving problem animals. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Fence maintenance.
First Aid.
Environmental Education Principles. 

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 
Identify any given non-dangerous animal 
OUTCOME RANGE 
  • by using knowledge of tracks, behavior and visual signs be able to identify local problem animals. 

  • 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.

    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:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    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 linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: 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 
    Assist in control measures that may be necessary involving non-dangerous species 
    OUTCOME RANGE 
  • be involved in control operations through the knowledge and application of numerous trapping and baiting techniques as well as the maintenance of boundary fences.
  • dogs along the coast are a problem with regards seals and birds (ground nesting birds) 

  • 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.

    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:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    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 linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: 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 
    Carry out skinning procedures which may be necessary. 
    OUTCOME NOTES 
    Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses. 
    OUTCOME RANGE 
  • carry out various skinning techniques according to the species and skin use including caping and use for trophies/curio market, 

  • 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.

    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:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    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 linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: 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 
    Assist in employer - community interactions in addressing problem animal incidents. 
    OUTCOME NOTES 
    Assist in employer - community ineractions in addressing problem animal incidents adjacents to protected areas. 
    OUTCOME RANGE 
  • gather information from local communities relating to problem animals and assist in addressing these problems through the dissemination of information and through the demonstration to address problems in the community caused by problem animals. 

  • 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.

    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:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    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 linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: 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 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under 'Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas', immediately below.
  • Moderation must include both internal and external moderation of assessments at 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 qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Animal identification.
  • Animal Behavior / physiological stresses.
  • Species-specific relationships (e.g. jackals-pairs-hunt-both and offspring/monkeys-whole troop).
  • Appropriate legislation.
  • Cage trap construction / maintenance / types.
  • Poisons and antidotes.
  • Data collection techniques. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following specific outcomes:

    Identify any given non-dangerous animal
    Assist in control measures that may be necessary involving non-dangerous species
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to the following specific outcomes:

    Identify any given non-dangerous animal
    Assist in control measures that may be necessary involving non-dangerous species
    Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses.
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

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

    Identify any given non-dangerous animal
    Assist in control measures that may be necessary involving non-dangerous species
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following specific outcomes:

    Identify any given non-dangerous animal
    Assist in control measures that may be necessary involving non-dangerous species
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following specific outcomes:

    Identify any given non-dangerous animal
    Assist in control measures that may be necessary involving non-dangerous species
    Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

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

    Assist in control measures that may be necessary involving non-dangerous species
    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-realtedness of systems relates to the following specific outcomes:

    Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas. 

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems.
  • Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    Supplementary information:
  • Non-dangerous animals - their behavior and associations are all identified and understood.
  • Extent of damage is assessed and valued.
  • Applicable methods with appropriate problem animals are matched together / selected.
  • All available methods are demonstrated.
  • Carcass / trophy dressed / skinned / treated.
  • Live animals translocated under minimal stress (chemicals).
  • Hygienic food preparation.
  • Potential disease testing / post mortems / sampling.
  • Collect incident / data information.
  • Causes of problem addressed / repaired.
  • Incident data recorded, reported and verified. Weights, nutrition, S+A, scientific data etc. collected and stored. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Elective  48976   National Certificate: Animal Production  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  48977   National Certificate: Mixed Farming Systems  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  49048   National Certificate: Animal Production  Level 3  NQF Level 03  Reregistered  2023-06-30  AgriSETA 


    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. Balemi Consulting Pty Ltd 
    2. Boikgantsho Consulting & Events 
    3. Bumunhu Services Providers Cc 
    4. Cedara College of Agriculture 
    5. Dihwai Food Cultural and Agricultural Services 
    6. Elsenburg Agricultural Training Institute 
    7. Escay Catering and other Services 
    8. Ghoenas Kraal Opleiding Sentrum 
    9. Heedmorine Training 
    10. Impact Plus Training Consultants 
    11. Madzivhandila Agricultural College 
    12. Maishamalema Development Training 
    13. Mananthatshema Skills Dev. Centre 
    14. Matotomana Training & Gen Trading 
    15. Mobile Agri Skills Development and Training NPC 
    16. Mogaladi Business Enterprise 
    17. Morwa Agri-development cc 
    18. Mpontshe Training 
    19. Mvelo Consultant 
    20. National Woolgrowers Of South Africa 
    21. Nophelo Training Centre 
    22. Novi General Services 
    23. Sekhukhune FET College - Central Office 
    24. Selipha Trading (Pty) Ltd 
    25. Setlakala Business Development 
    26. Siyafundisa I Africa 
    27. Siyasanga Training Centre 
    28. Suidwes Beleggings Eiendoms Beperk 
    29. Taletso FET College - Central Office 
    30. Thuto Boshwa Skills Development Services 
    31. TPN Training and Recruitment cc 
    32. Tripple R Training Provider 
    33. University of Limpopo 
    34. Vari Consulting 



    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.