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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Environmental Education, Training and Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|22900||National Certificate: Environmental Education, Training and Development Practice|
|SGB Environmental Educators|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||121||Level 4||Level TBA: Pre-2009 was L4||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|This qualification will be useful for entry level environmental education (EE) practitioners or interns. They will ideally work under ongoing supervision of a more experienced practitioner.
People with this qualification will be able to:
Practitioners will be qualified to teach in particular contexts in which they have environmental knowledge, understanding and insight; for example in nature reserves and protected areas, cultural and natural heritage sites, industry and local communities. They will work with others to make a meaningful contribution to the environment through education.
Rationale for the qualification:
This level 4 qualification was designed in order to provide a much-needed entry-level qualification for environmental education practitioners. Many people working in community projects, non-governmental organisations and conservation agencies have been practising as environmental educators without formal training or qualifications. Despite considerable experience and insight, without a Further Education and Training Certificate (FETC) they are unable to gain entry to level 5 qualifications. This level 4 qualification will provide these practitioners with an FETC facilitating entry to qualifications in the Higher Education and Training (HET) band.
The level 4 unit standards will enable organisations training and employing full-time or part-time environmental educators to structure training according to nationally recognised standards.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|To register for this qualification, the learner must have completed Level 2 Conservation Unit Standards from Field 01 (core unit standards: Understand Nature Conservation Issues; Acquire an overview of Ecological Principles; and Demonstrate an Understanding of Community and Development Issues) or equivalent environmental management standards from field 10. The learner must also have completed 240 credits, 72 of which must be at level 3.
Other learning assumed to be in place is detailed in specific unit standards. Different combinations of unit standards require different learning to be in place. For example, in the case of in-service training, the particular combination of unit standards will relate to the needs of the particular workplace, e.g. nature reserve, community-based development project or industrial plant.
Recognition of prior learning:
The assessment criteria in the unit standards are, for the most part, performance-based, rather than descriptions of required knowledge. This qualification could therefore be awarded as a result of RPL in the workplace.
|RECOGNISE PREVIOUS LEARNING?|
|1. Fundamental category:
36 credits in Communications and Mathematics at level 4 are compulsory in all FETC qualifications.
All unit standards in the core category are compulsory.
No specific unit standards are compulsory. However, candidates must complete at least 18 credits in this category.
Plan a learning programme (18 credits)
Facilitate an adult learning event (16 credits)
Manage a learning programme (12 credits)
|EXIT LEVEL OUTCOMES|
|The unit standards making up this qualification reflect aspects of all the roles of the professional educator, as defined in the Norms and Standards for Educators (February 2000):
Furthermore, they also promote the development of the foundational, practical and reflexive components of 'applied competence' described in the same document.
A practitioner with this qualification will be able to:
In terms of embedded knowledge, people will this qualification will demonstrate knowledge and understanding of:
The draft level descriptors for level 4 qualifications, including both applied competence and autonomy of learning, have informed development of the unit standards making up this qualification (Government Gazette No. 22869, 3 December 2001, p. 43).
|ASSOCIATED ASSESSMENT CRITERIA|
|The exit level outcomes are equivalent to the unit standards for this qualification. Assessment criteria are detailed in each of the unit standards and therefore the SGB did not produce additional assessment criteria for the exit level outcomes|
|It appears that environmental education qualifications and unit standards are not included in international qualifications frameworks. Possible reasons for this include:
While environmental education qualifications per se, are not registered on other national qualifications frameworks, a number of diploma and degree programmes do exist internationally. However, no formal courses were found at levels below initial teacher education, which is equivalent to a qualification at level 6 or 7 on the NQF. A survey of environmental education courses from the Asia-Pacific region, New Zealand and the United States of America indicated that the unit standards covered in this level 4 qualification reflect, at an introductory level, the knowledge, understanding, skills and value orientations covered in international courses.
|Unit standards from the National Certificate in Environmental Education, Training and Development Practice, NQF Level 4 may be chosen as electives by a number of qualifications in, for example, sub-fields Conservation, Social Ecology, ABET and ECD. Similarly, National Certificate candidates may draw on unit standards from these and other related fields and sub-fields. The openness of the elective category allows learners to move horizontally. Although the level 4 qualification is not a pre-requisite for further qualifications in EETDP, the level 5 Certificate builds upon the foundation laid by this qualification and requires competence in a number of level 4 unit standards.|
|Moderation must include both internal and external moderation of assessments at exit points of the qualification. Moderation should encompass achievement of the competence described in both individual unit standards as well as the integrated competence described in the qualification. For the purposes of recognising prior learning, providers are required to develop sound and fair means for the assessment of individual learners on a case-by-case basis.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing learners against this qualification must be registered as an assessor in Environmental Education, Training and Development Practice by the relevant ETQA. Assessors must have a level 5 qualification in Environmental Education, Training and Development Practice. Universities, colleges of education and organisations with well-established environmental education programmes should apply for accreditation in order to be able to carry out assessment. Co-operation between potential groups of assessors will be required in order to standardise assessment, moderation and the awarding of this qualification.|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||8618||Organise oneself in the workplace||Level 2||NQF Level 02||3|
|Core||13669||Apply introductory knowledge of environmental ethics in the context of personal experience||Level 4||NQF Level 04||4|
|Core||13670||Demonstrate an understanding of the relevance of key policies to environmental education||Level 4||NQF Level 04||2|
|Core||13671||Demonstrate knowledge of environmental systems and ecology||Level 4||NQF Level 04||20|
|Core||13662||Fulfil administrative requirements of an environmental learning programme or action project||Level 4||NQF Level 04||3|
|Core||13672||Identify and describe learning processes||Level 4||NQF Level 04||3|
|Core||13674||Identify and support learners with special needs||Level 4||NQF Level 04||4|
|Core||13663||Network locally and nationally in order to source information, advice or support concerning an environmental issue or risk||Level 4||NQF Level 04||5|
|Core||13661||Participate actively in a local environmental action project||Level 4||NQF Level 04||8|
|Core||13667||Reflect on own facilitation performance as an environmental education practitioner||Level 4||NQF Level 04||5|
|Core||13668||Work ethically and professionally as an environmental education practitioner||Level 4||NQF Level 04||3|
|Core||13659||Work under supervision to prepare an environmental learning programme||Level 4||NQF Level 04||4|
|Core||13660||Work with others to implement an environmental learning programme||Level 4||NQF Level 04||3|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||7384||Facilitate an adult learning event||Level 4||NQF Level 04||16|
|Elective||10231||Plan a learning event||Level 4||NQF Level 04||8|
|Elective||9935||Manage a learnership/learning programme||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||9951||Plan a learning programme||Level 5||Level TBA: Pre-2009 was L5||18|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|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.||Dabulamanzi & Njabulo Ndaba Consulting cc|
|2.||Elective Training Institute Enterprise CC|
|3.||Nkinane Training Institute and Consulting (Pty) Ltd|
|4.||Sekunjalo Education Training and Development|