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: Community Conservation: Practice and Co-ordination

SAQA QUAL ID	QUALIFICATION TITLE
24195	National Certificate: Community Conservation: Practice and Co-ordination
ORIGINATOR
NSB 01-Agriculture and 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
QUALIFICATION TYPE	FIELD		SUBFIELD
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 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 "Registered"		SAQA 0347/03	2003-04-09	2006-04-09
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-04-09		2010-04-09

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 be able to plan, implement, monitor and evaluate a community-based natural resource management programme that contributes towards sustainable livelihoods and the conservation of natural and/or cultural resources, with due recognition of diverse cultural perspectives and values. This would be of benefit to both the South African economy and society as a whole while contributing to the socio-economic development of communities.

The qualification addresses the integration of environmental, conservation and development concerns through a holistic approach that facilitates education and interaction between various stakeholders and role-players. It improves the learners capacity and the quality of practice in the emerging fields of Community Conservation, and Environment and Development, e.g. Community based natural resource management, nature based tourism, community based tourism, eco-tourism and cultural heritage sites. The benefits of this qualification to these fields include formalising emerging South African practices and integrating these with appropriate international trends.

The qualification gives professional recognition and enables the learner access to or progress in an emerging specialisation and career path, e.g. Senior Community Conservation Officers, Senior Environmental Educators, Social Ecologists and Community Conservation Co-ordinators.

QUALIFICATION RATIONALE

Community Conservation is an emerging field which currently focuses on three main categories:

Protected Area Outreach Programme - conservation authorities from a protected area engage with neighbouring communities with a focus on community development and minimising impact on the area.

Collaborative Management - stakeholders jointly manage resources according to conservation principles, often on land outside of protected areas (be it urban, sub-urban, or rural).

Community Based Natural Resource Management - communities take full responsibility for conservation management activities on their own land.

This qualification seeks to broaden an understanding, appreciation and minimisation of tensions between general land use practices and conservation principles. There is a growing need for democratisation, promoting access, equity, knowledge of ecological principles/processes and social and environmental justice in the field of natural resource management.

There are currently practitioners who are operating in a variety of contexts ranging from formal conservation authorities, environmental NGO's, and community based organisations, who do not have formal qualifications and skills in Community Conservation. This National Certificate in Community Conservation: Practice and Co-ordination is a flexible and accessible means whereby learners can access various career opportunities in, for example, Senior Community Conservation Officers, Senior Environmental Educators, Social Ecologists, Community Conservation Co-ordinators, and other related occupational opportunities. For this reason, elective unit standards have not been specified so that learners can chose appropriate unit standards related to the above fields.

The skills catered for in this Qualification have commonality with National Certificates in Conservation (Natural Resource Management and Natural Resource Guardianship), Captive Wild Animal Management, Fisheries (Resource Guardianship, Resource Management and Fisheries Observation: Deep Sea), as well as agriculture and environmental education, which would allow for portability.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner entering a programme leading to this qualification has achieved:

An FET Certificate in related fields such as Conservation, Environmental Education, Agriculture and other environmental certificates, or Grade 12

Operate a computer (NQF 3, 8 credits; XX04)

Organise oneself in the workplace (NQF 2, 3 credits; XX106)

RECOGNITION OF PRIOR LEARNING
Any learner wishing to be directly assessed may arrange to do so, without attending further training or education. The assessor and learner will decide together:

On the most appropriate assessment route to be taken.

On the number of unit standards to be achieved over a specific period of time.

How the experience of the learner will be evaluated against the unit standards which forms part of the qualification.

On the nature and value of evidence required for the assessment of the various unit standards.

The learner and assessor should at all times refer to the guidelines for Recognition of Prior Learning as provided by ETQA.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Elective Unit Standards

A minimum of 15 credits at NQF5 can be selected from any field of learning relevant to the context or responsibilities of the Community Conservation Practitioner. These may include conservation management, natural and cultural resource management; environmental studies; education, training and development; information and communication technology; or any other related field.

EXIT LEVEL OUTCOMES

1. Apply knowledge of ecological processes to the planning and implementation of a community conservation programme.
2. Acquire and apply competencies required in the management of programmes, for example, land tenure, national policy, cultural resources, agriculture, health, legislation, curriculum, depending on context.
3. Apply knowledge of education, training and development in the planning, implementation, and monitoring of programmes.
4. Identify and consider diverse cultural perspectives and values relevant to the interests and needs of stakeholders, for example, indigenous knowledge, cultural protocols, cultural villages.
5. Plan, implement, manage, monitor, evaluate and report on own programmes.
6. Select and apply "participation tools" for interacting with a range of stakeholders.
7. Network in order to source information and support around the objectives of a programme.
8. Contribute and take part in conflict resolution processes.
9. Further own learning and professional development.
10. Provide leadership and supervision in a team.
11. Understand ethics as it pertains to the environment and develop own set of environmental values.
12. Plan, implement, monitor and evaluate a learning programme.

ASSOCIATED ASSESSMENT CRITERIA

In particular assessors should look for evidence of the learner's ability to:

1. Apply knowledge of ecological processes.
2. Apply knowledge of education and development processes and issues.
3. Access and use required knowledge.
4. Consider diverse cultural perspectives and values.
5. Select and use appropriate and acceptable methodologies for interaction with stakeholders.
6. Ability to lead and supervise.

Practical competence:
The learner must demonstrate an ability to consider a range of options and make decisions about:
1. Intervention strategies.
2. Interaction with a wide range of people.
3. Different cultural values and perspectives.
4. Management of programmes.
5. Provision of leadership and guidance in supervisory or mentoring roles.
6. Learning programmes to be planned, implemented, evaluated and monitored.

Foundational competence:
The learner must demonstrate an understanding of:
1. Ecological processes and natural resource management issues.
2. Educational processes and methods.
3. Development processes and issues.
4. Cultural values and perspectives.
5. Project planning and management.
6. Evaluation and monitoring methods.
7. Career options.
8. Relevant legislation, legislative frameworks and policies.

Reflexive competence:
The learner must demonstrate an ability to:
1. Critically evaluate and justify steps related to planning, development, management and evaluation of a programme.
2. Reflect on adjustments made to a programme.
3. Show sensitivity to cultural perspectives.
4. Draw on experience and knowledge of others and oneself to provide leadership and guidance to others.
5. Identify own needs and opportunities for further learning and professional development.

INTEGRATED ASSESSMENT

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 and the context in which the learner works.

Integrated assessment must judge the quality of the observable performance, but 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 underpins their demonstrated performance. Some assessment practices will be of a more practical nature, while others will be of a theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification.

The integrated assessment for this qualification must include the planning, implementation, monitoring and evaluation of a programme in practice, with due sensitivity / ethical consideration to community development and conservation contexts. The assessment should preferably take place within the context of an internship which provides professional guidance and integration into existing programmes. The programme should also be implemented in the context of a team which includes less experienced individuals.

In addition to theoretical assessments, learners should produce a portfolio of evidence documenting application of theory and aspects of management including planning, implementation, monitoring and evaluation of the programme, and should include a written report.

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 learner and assessor should at all times refer to the guidelines for Integrated Assessment as provided by ETQA.

INTERNATIONAL COMPARABILITY

The unique environmental and developmental issues of the African have led to the formulation of standards relevant to Africa. These standards are based on experience and expertise in the field of community conservation gleaned from internationally accepted approaches to conservation as well as natural and cultural resource management in Africa. These standards are aimed at meeting the social, economic, environmental and developmental needs of South Africa. Specific areas of focus for international comparability include Community based natural resource management, nature based tourism, community based tourism, eco-tourism and cultural heritage sites.

Practitioners involved in international debates and practises have generated these standards, their knowledge has been captured in the structure and content of the standards.

ARTICULATION OPTIONS

This qualification has been designed to horizontally articulate with the National Certificate in Natural Resource Management (NQF5), the Certificate in Fisheries Resource Management (NQF5) and the National Certificate in Environmental Education (NQF5). This articulation is made possible by the sharing of fundamental, core and elective standards.

This qualification articulates vertically with Diploma in Environmental Education (NQF5) through the sharing of fundamental, core and elective standards.

MODERATION OPTIONS

Anyone assessing a learner against these unit standards must be registered as an assessor with the relevant ETQA.

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.
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 these unit standards 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

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. Universities, colleges of education and organisations with well-established environmental education programmes should apply for accreditation in order to be able to carry out these functions. Co-operation between potential groups of assessors will be required in order to standardise assessment, moderation and the awarding of this qualification.

Notes to assessors:

In order to ensure that judgements are reliable, assessors should collect evidence from a variety of sources and in a number of ways, for example, direct observation, role-plays and simulations, interviews, review of portfolios of work, testimonies from third parties, and formal written, oral or skills tests. Where possible, assessment of performance should be carried out in authentic situations and in an integrated fashion, enabling the simultaneous assessment of multiple specific outcomes and assessment criteria. So, for example, by observing the candidate during the course of preparing and implementing an environmental learning programme, the assessor will be able to assess not only his/her competence as an environmental education practitioner, but also his/her organisational, administrative and teamwork abilities. Furthermore, by observing how the candidate undertakes a community conservation programme, the assessor will be able to gauge how well the candidate understands the particular issue and related environmental concepts and processes.

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 disabilities or other special needs.

NOTES

Values:
1. Committed to social and ecological justice.
2. Sustainable development/wise use of resources and heritage conservation.
3. Valuing and applying diverse cultural perspectives.
4. Committed to on-going learning.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	14600	Analyse community and conservation issues	Level 5	Level TBA: Pre-2009 was L5	12
Core	14590	Apply community development techniques	Level 5	Level TBA: Pre-2009 was L5	12
Core	14595	Demonstrate an understanding of sociological issues	Level 5	Level TBA: Pre-2009 was L5	12
Core	13635	Implement and evaluate an environmental learning programme	Level 5	Level TBA: Pre-2009 was L5	6
Core	8406	Manage cultural heritage resources in conservation areas	Level 5	Level TBA: Pre-2009 was L5	2
Core	14609	Participate in management of conflict	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	14612	Supervise the implementation of a community development programme	Level 5	Level TBA: Pre-2009 was L5	12
Core	8367	Understand and develop conservation ethics	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8553	Operate in a business	Level 4	NQF Level 04	4
Fundamental	8662	Analyse and communicate workplace data	Level 5	Level TBA: Pre-2009 was L5	5
Fundamental	9242	Analyse external factors influencing people who have special needs	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8647	Apply workplace communication skills	Level 5	Level TBA: Pre-2009 was L5	10
Fundamental	8648	Demonstrate an understanding of professional values and ethics	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8664	Examine social features as pertaining to the workplace	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	9224	Implement policies regarding HIV/AIDS in the workplace	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	7868	Monitor and maintain health, safety and security	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	8663	Plan and conduct a research project	Level 5	Level TBA: Pre-2009 was L5	6

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.

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