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: 

Understand and develop conservation ethics 
SAQA US ID UNIT STANDARD TITLE
8367  Understand and develop conservation ethics 
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 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" 
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 
The qualifying learner assessed as competent against this unit standard will be able to develop a personal set of values and ethics around controversial conservation and environmental issues and be able to identify the values underpinning such controversies. This unit standard enhances empathetic understanding of underlying currents and trends in conservation and seeks to address conflicts. Achieving this unit standard will enhance the employability of the qualifying learner and contribute towards the development of a positive ethical stance towards conservation and the natural environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication ABET 4
  • Numeracy ABET 4 

  • 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 values, situations and behaviours which have caused global environmental crises 
    OUTCOME NOTES 
    Identify values, situations and behaviours which have caused global environmental crises, and which can be addressed at a local level
  • Look at ways of dealing with the disposal of waste (biodegradable items), aesthetics, grazing, medicinal plants and animals, and the utilization of animals and plants.
  • Be able to differentiate between types, magnitude and frequency of environmental problems and participate in finding acceptable solutions. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 2 
    Develop a personal set of extrinsic and intrinsic values of ecosystems 
    OUTCOME NOTES 
    Develop a personal set of extrinsic and intrinsic values of ecosystems including their bio-cultural components.
  • Act responsibly by not littering, recycling, responsible use of water, electricity and natural resources.
  • Be able to compile a personal, local action/ commitment list. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 3 
    Distinguish differing interests and values underlying current practices in "Conservation" 
    OUTCOME NOTES 
  • Be able to differentiate between Preservationist and Conservationist stances, land ethic, social ecology, strong and weak anthropomorphism, environmental pragmatism, Wilderness, Eco-centric and Humanistic values. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 4 
    Interact with people to address issues of conflict of a bioregional context 
    OUTCOME NOTES 
  • Draw up an area action list which will consist of actions and strategies to endorse locally the values and ethics that are required to solve local environmental problems and issues. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 5 
    Explain differing interests and values underlying local environmental conflict. 
    OUTCOME NOTES 
  • Be able to compare private and communal ownership. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     


  • 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 point 4 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:

    1. Broad ethics.
    2. A "value".
    3. Empathetic skills.
    4. Risk & Decision taking.
    5. Parallel thinking.
    6. African and western approaches to conservation.
    7. Wilderness (extrinsic, intrinsic).
    8. Man-Earth-God relationships (spirituality values).
    9. Politico-Ethics (Capitalistic-Socialistic-Green & Brown issues).
    10. Emotion and Science.
    11. Principle of Sufficiency.
    12. Conflict management.
    13. Conservation and Preservation philosophy.
    14. Sustainability (some practical intergenerational examples).
    15. Bio and Cultural diversity issues.
    16. Negotiation skills.
    17. Feminism (eco). 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving. 

    UNIT STANDARD CCFO WORKING 
    Teamwork. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Personal development. 

    UNIT STANDARD NOTES 
    VALUES:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Maintaining essential ecological processes and life-support systems
    2. Maintaining genetic, species and ecosystem diversity
    3. Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
    4. Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations. 

    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  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  23736   National Diploma: Hydro Power Plant Process Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was EWSETA until Last Date for Achievement 


    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. NTI College 
    3. SPS Consulting (Pty) Ltd 
    4. THE GMC GROUP PTY LTD 
    5. Ulwazi Training & Development 
    6. 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.