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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Diploma: Environmental Education, Training and Development Practice|
|SAQA QUAL ID||QUALIFICATION TITLE|
|22902||National Diploma: 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 Diploma||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||240||Level 5||NQF Level 05||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|
|The National Diploma in EETDP (Level 5) will prepare learners to function independently as entry-level environmental education practitioners. It will apply in particular to unqualified environmental education practitioners working in environmental education centres (e.g. volunteers, interns and part-time guides), and to people employed primarily in fields other than education, but who may develop an environmental education role in the workplace, e.g. field rangers, outreach officers, interpretative officers.
People accredited with this qualification will be able to design, plan, implement, evaluate and improve on a variety of environmental learning programmes. The candidate will be able to design new, original and innovative learning support materials to enrich the learning experience. People qualified at this level will make a meaningful contribution to environmental change through an educational response to environmental issues and risks in a range of contexts and workplaces. They may also be able to function as teachers' aides or environmental education specialists in formal education settings like schools.
Rationale for the qualification:
Many environmental education practitioners have no formal qualification in environmental education, yet they may be required to develop, implement and evaluate environmental learning programmes and resource materials for adults and children in a range of contexts. These may include environmental education programmes at natural or cultural heritage sites or in community settings, or environmental health and safety programmes in the workplace.
Whereas the National Certificates in EETDP at NQF levels 4 and 5 equip candidates to operate as assistant environmental education practitioners, the National Diploma at level 5 will prepare an environmental education practitioner to operate independently in a non-formal education context.
Having a diploma qualification and unit standards at this level will make the framework of environmental education qualifications more flexible and accessible and enable candidates to obtain recognition for their knowledge and experience in this sub-field. It will also enable organisations training and employing environmental educators to structure training programmes in accordance with nationally recognised standards.
Candidates who obtain the National Diploma in EETDP (NQF Level 5) will be able to register for an education qualification at level 6 on the NQF. The level 6 qualification will give them access to higher qualifications in the field of education, which in turn may open access to the Educators in Schooling sub-field.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|The learning assumed to be in place is an Further Education and Training Certificate (FETC) or RPL equivalent. 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?|
|This qualification consists of Fundamental, Core and Elective components. Learners must complete the following unit standards:
1. Fundamental Component:
All the unit standards listed as Fundamental totalling 40 credits.
2. Core Component:
All the unit standards listed as Core totalling 175 credits.
3. Elective Component:
Learners are to choose unit standards totalling at least 25 credits from the unit standards listed as Elective. It is preferable that learners choose Electives that together make up a specific specialisation.
|EXIT LEVEL OUTCOMES|
|People with the National Diploma in Environmental Education, Training and Development Practice (NQF Level 5) will be competent in all the core unit standards from the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5) in addition to the unit standards specific to the National Diploma. These two sets of unit standards are listed separately below:
Outcomes specific to the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5):
Outcomes specific to the National Diploma in Environmental Education, Training and Development Practice (NQF Level 5):
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.
|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, covering in particular environmental education in teacher education. A survey of environmental education courses from the Asia-Pacific region, New Zealand and the United States of America indicated that the content of this level 5 qualification compares well with the knowledge, understanding, skills and value orientations covered in international courses.
|This qualification has been designed to articulate with the Level 5 National Certificate and with the Level 6 Bachelor's Degree in the sub-field Environmental Education, Training and Development Practice.
It has also been developed with reference to existing and draft qualifications and unit standards, in particular unit standards from ABET, Tourism and Conservation. It is likely that related fields and sub-fields will in turn be able to draw on unit standards from this level 5 qualification.
|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 6 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.|
|1. Assessment of learners with special needs
The specific outcomes and assessment criteria contained in the unit standards are guidelines for assessors working with practitioners who do not have disabilities or special needs. Special consideration and exemptions should be given to practitioners who cannot fulfil the assessment criteria due to a disability or other special needs.
2. Essential embedded knowledge
The essential embedded knowledge required for this qualification has been built into the unit standards and assessment criteria. It is therefore not detailed in a separate section here It is worth mentioning that environmental education, in addition to being a sub-field with its own embedded knowledge, also draws on the embedded knowledge of a number of other fields and sub-fields of learning.
|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||13662||Fulfil administrative requirements of an environmental learning programme or action project||Level 4||NQF Level 04||3|
|Core||13674||Identify and support learners with special needs||Level 4||NQF Level 04||4|
|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||13655||Analyse a range of environmental issues and propose appropriate educational responses for different contexts||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13648||Apply appropriate social protocols in the workplace and community||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13649||Apply fundamental knowledge of environmental ethics to a field of work or study||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13653||Critically evaluate a range of environmental learning programmes in different contexts||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13650||Demonstrate a general understanding of people-environment relationships and current environmental challenges||Level 5||Level TBA: Pre-2009 was L5||16|
|Core||13646||Demonstrate an understanding of the relevance of policies and conventions to environmental education||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13632||Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13641||Design, organise and critically evaluate an original environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||13643||Develop learning programmes to enhance participation of learners with special needs||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13654||Develop original learning support materials for an environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||13635||Implement and evaluate an environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13647||Investigate options for improved environmental management and sustainable living||Level 5||Level TBA: Pre-2009 was L5||16|
|Core||13642||Manage a learning environment appropriately for a learner group||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13637||Network broadly in order to source information and support around a key environmental issue or risk||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13644||Participate in and contribute to an environmental education network, committee or working group||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||7978||Plan and conduct assessment of learning outcomes||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||13640||Research and analyse an environmental issue in terms of principles of environmental justice and sustainability and recommend possible solutions||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||13651||Review a variety of approaches to learning, teaching and evaluation||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13636||Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||13634||Select, plan and adapt a contextually-relevant environmental learning programme||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||13656||Take action to address an environmental issue||Level 5||Level TBA: Pre-2009 was L5||12|
|Fundamental||8647||Apply workplace communication skills||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||14582||Develop and apply academic literacy skills||Level 5||Level TBA: Pre-2009 was L5||25|
|Fundamental||13925||Present information in a public setting||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||9950||Plan learning events||Level 4||NQF Level 04||10|
|Elective||123394||Develop outcomes-based learning programmes||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||9954||Develop training materials||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||123397||Evaluate a learning intervention using given evaluation instruments||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||9938||Evaluate learning programmes||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||117871||Facilitate learning using a variety of given methodologies||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||9957||Facilitate learning using a variety of methodologies||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||115441||Understand school management and leadership in the South African context||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115439||Manage policy, planning, school development and governance||Level 6||Level TBA: Pre-2009 was L6||20|
|Elective||115436||Manage teaching and learning||Level 6||Level TBA: Pre-2009 was L6||20|
|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.||DELTA ENVIRONMENTAL CENTRE NPC|