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 Diploma: Environmental Education, Training and Development Practice 
SAQA QUAL ID QUALIFICATION TITLE
22902  National Diploma: 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 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
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   2030-06-30  

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 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? 
Y 

QUALIFICATION RULES 
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):
  • 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 resource materials and develop own supplementary learning aids
  • Network broadly in order to source information and support around a key environmental issue or risk
  • Research and analyse an environmental issue in the light of principles of environmental justice and sustainability and recommend possible solutions
  • 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
  • Identify and support learners with special needs.


    Outcomes specific to the National Diploma in Environmental Education, Training and Development Practice (NQF Level 5):
  • Design, organise and critically evaluate an original environmental learning programme
  • Critically evaluate a range of environmental learning programmes in different contexts
  • Develop original learning support materials for an environmental learning programme
  • Analyse a range of environmental issues and propose appropriate educational responses for different contexts
  • Take action to address an environmental issue
  • Manage a learning environmental appropriately for a learner group
  • Develop learning programmes to enhance participation of learners with special needs
  • Participate in and contribute to an environmental education network, committee or working group
  • Demonstrate an understanding of the relevance of policies and conventions to environmental education
  • Investigate options for improved environmental management and sustainable living


    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):
  • 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, 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. 
    		•

    ARTICULATION OPTIONS 
    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 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 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. 

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

    NOTES 
    As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. 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. 

    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  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: 
     
    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. Asakhe Education Network 
    2. DELTA ENVIRONMENTAL CENTRE NPC 


    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.