|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:|
|General Education and Training Certificate: Conservation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|22971||General Education and Training Certificate: Conservation|
|SGB Nature Conservation|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 01 - Agriculture and Nature Conservation||Nature Conservation|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||130||Level 1||NQF Level 01||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Reregistered"
|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|
|A learner who has achieved this qualification will have a firm foundation of portable skills for further learning, an overview of key issues and practices in conservation, and entry skills and knowledge relating to a specific area of conservation.
Learners will have achieved a GET level both in general education areas such as literacy and numeracy, and in a range of life skills, providing them with the platform from which to proceed into the FET band. Competence in language use and computation are key to further learning. Life skills such as study skills enable learners to engage successfully with further education and training opportunities. Other life skills give them an understanding of the contexts in which they live and work, including insight into technology, work and business environments, and issues such as health, safety and ethics within society.
Learners with this qualification will also gain an introductory knowledge of key issues, principles and practices in conservation, in relation to both nature and cultural conservation. This will enable them to understand the nature and importance of conservation, some of the technical skills relating to conservation, and the impact that conservation (or the lack thereof) can have on both our environment and on our heritage.
Through the elective component of the qualification learners will also be able to select a possible pathway or sector in which they can begin to apply conservation skills and strategies in a specific context.
The GETC level or Level 1 of the NQF is a key stage within the learning pathways of those with limited formal education. As the culmination of Adult Basic Education and Training (ABET), it represents strategic development of under-educated individuals. As the bridge between ABET and Further Education and Training (FET), it represents the laying of a solid grounding for individuals to move into and within sector or career pathways, in many cases using already existing technical or vocational skills for purposeful progression.
ABET is a continuum of learning beginning at initial literacy at ABET Level 1 and culminating at ABET Level 4, that is NQF level 1. In many respects ABET has been excluded from SETA and NQF-related developments 1, primarily due to the fact that the GETC was seen as a school-focused `general education` certificate for both school and adult learners. Industry-based qualifications were perceived as taking NQF Level 2 as their starting point.
This perception has shifted with the realisation that sustainable skills development must be based on foundational skills and knowledge, many of which are encompassed by ABET. This applies even to some learners who already have a senior certificate, but lack aspects of foundational skills.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners wishing to enter a programme leading to this qualification have demonstrated competence in the unit standards for ABET Level 3 Language and Communications, and ABET Level 3 Numeracy.
Recognition of Prior Learning:
This qualification may be achieved in part or as a whole through the recognition of prior learning, according to the requirements of the standards.
|RECOGNISE PREVIOUS LEARNING?|
|EXIT LEVEL OUTCOMES|
|On achieving this qualification the learner will be able to:
1. Use language, literacy and communication to show a critical awareness of language usage; engage with a range of values in texts; identify, access, analyse, use and present information; use appropriate communication skills, conventions and structures for specific purposes and situations; explore and use a variety of strategies to learn; engage with meaning, organisation and structure in texts.
2. Use mathematics to work with numbers, number patterns, measurements, ratio and relationships, space, shape and mapping; and to understand the role of maths in the social, cultural, political and economic worlds.
3. Use learning and research methods that will help them analyse and organise information; utilise efficient time management and study skills; and undertake effective personal planning and self-management.
4. Function within a workplace environment and understand common workplace processes.
5. Recognise the role and impact of technology in society, and recognise and access appropriate and available technology in a specific context.
6. Pursue physical and mental health, and be aware of safety and security issues.
7. Be familiar with general business principles and practices at a basic level.
8. Show an understanding of social issues in general, and identify own values, ethics and social responsibilities.
9. Recognise that conservation encompasses a broad spectrum of issues (natural, cultural and urban), and identify approaches that impact on sustainability.
10. Recognise that there are many ecosystems with unique features, and understand the interdependence within and between ecosystems and the impact of ecosystem breakdown.
11. Recognise that skills and knowledge contribute to sustainability.
12. Develop personal conservation ethics.
13. Assist in conserving vulnerable areas.
14. Use selected technical skills and apply safety principles in a conservation context.
15. Apply core skills and knowledge in conservation to a particular context (e.g. game reserves, marine reserves, cultural heritage sites, urban sites etc.), assisting in using appropriate strategies (e.g. monitoring, maintaining, managing etc).
|ASSOCIATED ASSESSMENT CRITERIA|
|The learner must demonstrate an ability to consider a range of options and make decisions about:
The learner must demonstrate an understanding of:
The learner must demonstrate the ability to:
Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.
Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed, and the nature and level of the qualification. The ratio between action and interpretation is not fixed, but varies according to the demands of the qualification.
While the generic component (literacy, communication and life skills) of this qualification at NQF Level 1 can be assessed through occupational contexts and activities relating to conservation, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills such as language, computation and learning skills etc across a number of different contexts, and apply them within a number of learning areas.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
|The bulk of this qualification is made up of the Fundamental components, reflecting foundational learning and generic skills and knowledge. These have been derived from best practice adult education both local and international. The core and elective components have been developed taking into account South Africa`s very varied natural and heritage conservation context, informed by international best practice.|
|This qualification shares the same fundamental learning areas as that of the GETC in Tourism and GETC in Sport, Recreation and fitness. These qualifications are generic in the sense that they share a large portion of standards relating to knowledge and skill areas which are foundational to further learning.|
|1. Anyone assessing a learner against these standards must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.
Therefore 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.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|Conservation is defined by the IUCN as: "Management of human use of the biosphere so that it may yield the greatest sustainable benefit to present generations while maintaining its potential to meet the need and aspirations of future generations. Thus conservation is positive, embracing preservation, maintenance, sustainable utilisation, restoration and enhancement of the natural environment."
A note on the compilation of standards in this qualification:
In line with the SAQA principle of avoiding duplication, existing registered standards were used where possible. The issues that arose in this regard are documented in the Rationale accompanying this submission.
Given the key purpose of this qualification as a foundation for further education and training, standards in this component make up the bulk of the qualification, namely 80 credits, or just under 70% of the qualification. As noted, some of these standards are already registered.
These standards provide learners with an introductory overview of conservation in South Africa. Learners need to achieve all 27 credits from core.
Learners are able to select from a bank of elective standards at Level 1 or above. The electives reflect specific sub-sectors and contexts for conservation. Selection will be based on either a learner`s current work context, or a desired career pathway. Learners need to achieve a minimum of 23 credits from the electives in order to achieve the minimum required 130 credits for a certificate at this level.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||12620||Apply basic safety principles in the context of conservation||Level 1||NQF Level 01||3|
|Core||12648||Develop personal conservation ethics||Level 1||NQF Level 01||3|
|Core||12649||Identify community issues in relation to conservation||Level 1||NQF Level 01||4|
|Core||12650||Understand the nature and importance of conservation||Level 1||NQF Level 01||5|
|Core||8328||Perform Basic Infrastructural Maintenance||Level 2||NQF Level 02||12|
|Fundamental||7464||Analyse cultural products and processes as representations of shape, space and time||Level 1||NQF Level 01||2|
|Fundamental||7511||Analyse how scientific skills and knowledge contribute to sustainable use of resources||Level 1||NQF Level 01||2|
|Fundamental||7509||Apply basic concepts and principles in the natural sciences||Level 1||NQF Level 01||5|
|Fundamental||7513||Assess the impact of scientific innovation on quality of life||Level 1||NQF Level 01||2|
|Fundamental||7451||Collect, analyse, use and communicate numerical data||Level 1||NQF Level 01||2|
|Fundamental||7508||Conduct an investigation in the natural science||Level 1||NQF Level 01||4|
|Fundamental||7449||Critically analyse how mathematics is used in social, political and economic relations||Level 1||NQF Level 01||2|
|Fundamental||7515||Debate ethical issues arising from advances in the natural sciences||Level 1||NQF Level 01||3|
|Fundamental||14443||Demonstrate a critical understanding of the role and impact of technology in society||Level 1||NQF Level 01||3|
|Fundamental||14444||Demonstrate an understanding of a general business plan and adapt it to a selected business idea||Level 1||NQF Level 01||7|
|Fundamental||14084||Demonstrate an understanding of and use the numbering system||Level 1||NQF Level 01||1|
|Fundamental||13999||Demonstrate an understanding of basic accounting practices||Level 1||NQF Level 01||4|
|Fundamental||7507||Demonstrate an understanding of the concept of science||Level 1||NQF Level 01||2|
|Fundamental||7503||Demonstrate effective self-management skills||Level 1||NQF Level 01||2|
|Fundamental||7504||Demonstrate skills that relate to a safe and secure environment||Level 1||NQF Level 01||2|
|Fundamental||7463||Describe and represent objects and the environment in terms of shape, space, time and motion||Level 1||NQF Level 01||2|
|Fundamental||7501||Discuss one-to-one; family and community dynamics and value systems||Level 1||NQF Level 01||2|
|Fundamental||7487||Discuss the interrelationships between social justice, equity and democracy||Level 1||NQF Level 01||4|
|Fundamental||7526||Engage with aesthetic, affective, cultural and social values in texts||Level 1||NQF Level 01||3|
|Fundamental||7535||Engage with meaning, organisation and structure of texts||Level 1||NQF Level 01||3|
|Fundamental||7497||Explain human physical development and sexuality||Level 1||NQF Level 01||2|
|Fundamental||7534||Explore and use a variety of strategies to learn||Level 1||NQF Level 01||3|
|Fundamental||12536||Identify and select appropriate technology||Level 1||NQF Level 01||1|
|Fundamental||12537||Identify personal values and ethics in the workplace||Level 1||NQF Level 01||4|
|Fundamental||7528||Identify, access, analyse, use and present information||Level 1||NQF Level 01||4|
|Fundamental||10007||Identify, analyse and select business opportunities||Level 1||NQF Level 01||3|
|Fundamental||7524||Show a critical awareness of language usage||Level 1||NQF Level 01||3|
|Fundamental||12538||Show awareness of own social responsibilities||Level 1||NQF Level 01||1|
|Fundamental||12535||Understand the world of work||Level 1||NQF Level 01||5|
|Fundamental||7530||Use appropriate communication skills, conventions and structures for specific purposes and situations||Level 1||NQF Level 01||4|
|Fundamental||12534||Use basic learning and research skills||Level 1||NQF Level 01||4|
|Fundamental||7461||Use maps to access and communicate information concerning routes, location and direction||Level 1||NQF Level 01||1|
|Fundamental||7447||Working with numbers in various contexts||Level 1||NQF Level 01||6|
|Elective||14111||Demonstrate an understanding of how scientific skills and knowledge could contribute to sustainable use of resources||Level 1||NQF Level 01||2|
|Elective||8334||Carry out the harvesting of fauna||Level 2||NQF Level 02||3|
|Elective||8335||Carry out the harvesting of flora||Level 2||NQF Level 02||3|
|Elective||8333||Collect Field Specimens||Level 2||NQF Level 02||2|
|Elective||8330||Combat problem plants||Level 2||NQF Level 02||3|
|Elective||8331||Combat Soil erosion||Level 2||NQF Level 02||2|
|Elective||8345||Identify and monitor local wildlife||Level 2||NQF Level 02||8|
|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.