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 QUALIFICATION THAT HAS PASSED THE END DATE:

National Certificate: Environmental Education, Training and Development Practice

SAQA QUAL ID	QUALIFICATION TITLE
22901	National Certificate: Environmental Education, Training and Development Practice
ORIGINATOR
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
QUALIFICATION TYPE	FIELD		SUBFIELD
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 5	Level TBA: Pre-2009 was L5	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 9999/99	2018-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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 Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) will prepare candidates to function as entry-level environmental education practitioners. It will apply in particular to part-time practitioners working in environmental education centres and to people who may be employed primarily in fields other than education, but who may develop an environmental education role in their workplace, e.g. field rangers, outreach officers, interpretive officers, etc.

People qualified with the National Certificate in EETDP (NQF Level 5) will be able to select and adapt existing environmental learning programmes, and justify their choices in terms of principles of environmental education and in response to issues of environmental justice and sustainability. When qualified, they will be able to plan, organise, implement and review a limited selection of environmental learning events using an active learning approach. They will also be able to select, adapt and use learning support materials to enrich the learning experience.

Given regular supervision in a structured environment, people qualified at this level will be able to make a meaningful contribution to environmental change through education. They will be able to work with others to undertake environmental action projects or facilitate environmental learning programmes. They will be able to work in a variety of contexts and workplaces, including environmental education centres, cultural and natural heritage sites (e.g. nature reserves, protected areas, museums, botanical and zoological gardens), and community and industrial settings. They may also be able to function as teachers' aides in formal education settings in, for example, assisting in field trips.

Rationale for the qualification:

Many environmental educators (including volunteers and part-time guides) are already in possession of an FETC or more advanced qualification, but lack a specific environmental education qualification. The NQF provides for a National Certificate of 120 credits at Level 5. This unit standards-based National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) is a flexible and accessible means whereby existing or aspirant environmental education practitioners can obtain a basic qualification in the field.
The arguments put forward in the rationale for separate level 5 qualifications in the ABET sub-field are also relevant here, and include:

The demand in the Environmental Education, Training and Development sector for a one-year qualification of 120 credits at Level 5

Cost and logistical obstacles that prevent many people enrolling for a two-year course of study

The need to accredit completed study, should a learner, because of unforeseen circumstances, have to withdraw from the Diploma course after one year.

Although the Level 5 Certificate may be offered as a full-time course, it is more likely that candidates will complete this qualification through part-time, in-service study. The level 5 unit standards will enable organisations training and employing environmental educators to structure training programmes in accordance with nationally recognised standards, and to provide this training at a level in line with their goals and resources.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learning assumed to be in place is an 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, 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 quaification could therefore be awarded as a result of RPL in the workplace.

Access to the qualification is fairly open. Candidates will be required to demonstrate a Further Education and Training Certificate (FETC) or RPL equivalent. Unit standards, qualificatons and/or experience in fields such as environment, conservation or development would be an advantage

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Elective Unit Standards:

A minimum of 16 credits can be selected from any field of learning relevant to the context or responsibilities of the assistant environmental education officer. These may include:

Conservation Management

Natural and cultural resource management

Environmental Studies

Information and communications technology

OR

A minimum of 16 credits from Education, Training and Development unit standards:

Organise a programme of learning (8 credits)

Facilitate a programme of learning (24 credits)

Plan and conduct assessment of learning outcomes (15 credits)

Evaluate a course (8 credits)

EXIT LEVEL OUTCOMES

People who qualify with the National Certificate in Environmental Education, Training and Development Practice (NQF Level 5) will be able to:

Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts

Select, plan and adapt a contextually-relevant environmental learning programme

Implement and evaluate an environmental learning programme

Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids

Network broadly in order to source information and support around a key environmental issue or risk and recommend possible solutions

Research and analyse a local environmental issue in terms of principles of environmental justice and sustainability

Apply appropriate social protocols in the workplace and community

Apply fundamental knowledge of environmental ethics to a field of work or study

Demonstrate a general understanding of people-environment relationships and current environmental challenges

Review a variety of approaches to learning, teaching and evaluation.

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:

Learning mediator

Interpreter and designer of learning programmes and materials

Leader, administrator and manager

Scholar, researcher and lifelong learner

Community, citizenship and pastoral role

Assessor

Learning area / subject / discipline / phase specialist

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.

INTERNATIONAL COMPARABILITY

It appears that environmental education qualifications and unit standards are not included in international qualifications frameworks. Possible reasons for this include:

Most of the international qualification frameworks are restricted to technical rather than academic qualifications; formal qualifications in environmental education are often educational specialisations at postgraduate level

Non-degree courses in environmental education are often short courses or workshops, which do not count towards formal qualifications.

The field of environmental education is a relatively new field internationally. It has received much attention since the 1992 Rio Earth Summit in particular, when more than 100 governments made commitments to the implementation of Agenda 21. UNESCO has described South Africa as being on the 'cutting edge' of incorporating environmental education qualifications into national policy systems.

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 5 qualification reflect, at an preliminary level, the knowledge, understanding, skills and value orientations covered in the international courses.

MODERATION OPTIONS

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 bassis.

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.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.

NOTES

1. 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.

3. 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 abilities 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.

UNIT STANDARDS:

	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	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	13650	Demonstrate a general understanding of people-environment relationships and current environmental challenges	Level 5	Level TBA: Pre-2009 was L5	16
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	13635	Implement and evaluate an environmental learning programme	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	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
Fundamental	8662	Analyse and communicate workplace data	Level 5	Level TBA: Pre-2009 was L5	5
Fundamental	8647	Apply workplace communication skills	Level 5	Level TBA: Pre-2009 was L5	10
Fundamental	12376	Assess and control pollution	Level 5	Level TBA: Pre-2009 was L5	2
Fundamental	8385	Facilitate conservation understanding	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8367	Understand and develop conservation ethics	Level 5	Level TBA: Pre-2009 was L5	4
Elective	9937	Evaluate a course	Level 4	NQF Level 04	8
Elective	13661	Participate actively in a local environmental action project	Level 4	NQF Level 04	8
Elective	123372	Use appropriate tools and information systems to manage own information and communication	Level 4	NQF Level 04	4
Elective	115753	Conduct outcomes-based assessment	Level 5	Level TBA: Pre-2009 was L5	15
Elective	123397	Evaluate a learning intervention using given evaluation instruments	Level 5	Level TBA: Pre-2009 was L5	10
Elective	10289	Facilitate a programme of learning	Level 5	Level TBA: Pre-2009 was L5	24
Elective	10288	Organise a programme of learning	Level 5	Level TBA: Pre-2009 was L5	8
Elective	7978	Plan and conduct assessment of learning outcomes	Level 5	Level TBA: Pre-2009 was L5	15

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

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.	Assessment and Entrepreneurship Centre
2.	Babina Tlou Trading And Projects 001
3.	DELTA ENVIRONMENTAL CENTRE NPC
4.	Networx for Career Development
5.	NTI College
6.	Reflections Development Institute
7.	Retshetse Training Project
8.	South West Gauteng Tvet College
9.	SPS Consulting (Pty) Ltd
10.	THE GMC GROUP PTY LTD
11.	Ulwazi Training & Development
12.	Wildlife and Enviroment Society of South Africa