SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Further Education and Training Certificate (FETC): Community Facilitation in Society and Environment Interactions

SAQA QUAL ID	QUALIFICATION TITLE
48884	Further Education and Training Certificate (FETC): Community Facilitation in Society and Environment Interactions
ORIGINATOR
SGB Society and Environment Interactions
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Further Ed and Training Cert	Field 07 - Human and Social Studies		Environmental Relations
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	159	Level 4	NQF Level 04	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0480/09	2009-07-01	2012-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-06-30		2014-06-30

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 FETC: Community Facilitation in Society and Environment Interactions (SEI): NQF Level 4 is designed to meet the needs of those learners who are involved, or wish to become involved, in supporting communities to participate in public processes around proposed developments that have society and environment implications. It is applicable to employed and unemployed learners as well as people working in community projects, conservation agencies, community development workers and NGO/CBO activists.

This Qualification is for any learner who is, or wishes to be, involved in community facilitation in the area of Society and Environment Interactions. The skills gained by such a learner can be applied in any context, urban or rural, but would be limited to specific local communities. A Community Facilitator in Society and Environment Interactions would be able to demonstrate the following competencies:

Show, explain, discuss and analyse the relationship between society and environment

Demonstrate a critical understanding of the role and impact of technology in society

Facilitate team work

Collect and present community needs information

Explain and apply environmental legal principles, rights, duties and responsibilities in a specific work context

Apply facilitation processes to deal with an environmental risk in a local community

Explain and apply principles and practices of social participation in society and environment interactions

Explain and apply environmental safety principles and mechanisms in relation to community issues

Recognise and develop eco-business opportunities at local level

Learners working towards this Qualification will find that the competencies in the Unit Standards that make up the Qualification will add value to their work performance. This Qualification is intended to enhance the access of local communities to participatory processes and to enhance their ability to have a voice in society and environment interactions.

Through conscientising people and enhancing awareness of the impact of society and environment interaction issues, the Qualification will enable learners to progress and meet standards of excellence in the social facilitation field.

The Qualification will provide the broad knowledge, skills and values needed in Society and Environment Interactions and will facilitate access to, and mobility and progression within, education and training for learners who:

Were previously disadvantaged or who were unable to access Further Education and Training.

Have worked in this field for many years, but have no formal Qualifications and would like to achieve this Qualification through the process of RPL (Recognition of Prior Learning) and/or formal study (including RPL for the access requirement of a General Education and Training Certificate).

Wish to extend their range of skills and knowledge of Society and Environment Interactions so that they can extend their competency levels.

The Unit Standards in the Qualification can create building blocks for learners so that they can progress further in Qualifications at a higher level. Specifically, these Unit Standards fall into the field of community development, community facilitation and public participation, and a para-legal grouping around public participation.

Rationale

The need for community facilitation processes to help people deal with society and environment interaction issues is becoming increasingly important because communities potentially affected by projects with society and environment implications often do not have appropriate mechanisms or experience to represent themselves in public participation processes. The qualification FETC: Community Facilitation in Society and Environment Interactions: NQF Level 4 will enable learners to gain recognition for the work they do with communities and will form a career pathway in a number of different but related areas including development practices, occupational health and safety, community environmental mobilisation, formal public participation, and para-legal environmental services.

The FETC: Community Facilitation in Society and Environment Interactions: NQF Level 4 supports the objectives of the NQF and it gives the learner access to a registered Qualification. Learners will be able to get recognition for their knowledge and competencies in facilitating and assisting communities to participate in public processes and understand environmental issues and processes affecting their community as well as to partake and access appropriate resources and structures to deal with such problems. It will ensure that the quality of education and training in the sub-field is enhanced and is of a world-class standard. The Qualification will allow learners not only to develop their knowledge and skills in the sub-field of Environmental Relations, but will also enable them to benchmark their competence against international standards.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Communication at NQF Level 3 or equivalent.

Mathematical Literacy at NQF Level 3 or equivalent.

Recognition of Prior Learning

The structure of this Unit Standards-based Qualification makes the Recognition of Prior Learning possible. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning may allow:

For accelerated access to further learning at this or higher levels on the NQF

Gaining of credits towards a Unit Standard

Obtaining of this Qualification in part or in whole

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

The Qualification consists of a Fundamental, a Core and an Elective Component.

To be awarded the Qualification, learners are required to obtain a minimum of 159 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:

Mathematical Literacy at NQF Level 4 to the value of 16 credits.

Communication at NQF Level 4 in a First South African Language to the value of 20 credits.

Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

All Unit Standards in the Fundamental Component are compulsory.

Core Component:

The Core Component consists of Unit Standards to the value of 91 credits all of which are compulsory.

Elective Component:

The Elective Component consists of Unit Standards to the value of 70 credits. Learners are to choose Unit Standards to the minimum of 12 credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes

1. Demonstrate a critical understanding of the relationship between society and environment and the impact of these interactions on people and natural resources
2. Work effectively with local communities and community structures using appropriate facilitation methods to deal with society and environment interaction issues
3. Use and apply strategies, environmental principles and action plans to deal with society and environment interaction issues/problems in a local community
4. Promote and Support the development of eco-business opportunities and social/public participation processes at a local community level
5. Communicate using a variety of mediums and formats with community stakeholders and role-players to address society and environment interaction issues.

Learners exiting this Qualification before completion retain the credits for Unit Standards successfully completed and may carry them over to other Qualifications to which they are applicable. Learners may also retain the credits until a later stage should studies be recommenced, provided the Unit Standards are still relevant to the Qualification.

Critical Cross-field Outcomes

Identify and solve problems, make responsible decisions, demonstrating critical and creative thinking by showing, explaining, discussing and analysing the relationship between society and the environment and the impact on natural resources and processes as well as collect, organise and present community needs information.

Work effectively with others as a member of a team, group, organisation, community by working in and with communities to mobilise them and to facilitate community participation in public processes.

Organise and manage oneself and one's activities responsibly and effectively: by identifying, explaining and using tools and methods for gathering information in a community context and presenting the information.

Collect, analyse, organise and critically evaluate information by acquiring competencies, skills, knowledge and values needed for community facilitation and public participation as well as engaging in data analysis and interpretation.

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written communication through a range of communication media and styles as well as facilitating community participation; and reporting to the community.

Use science and technology effectively and critically, showing responsibility towards the environment and the well-being of others by identifying, explaining and using tools and methods for information-gathering purposes.

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation by engaging with the complex interrelated aspects of society and environmental interactions, namely, information-gathering, legal principles, duties and responsibilities, community interactions, social participation and public participation processes.

Participate as responsible citizens in the life of local, national and global communities by designing and managing public and community participation processes.

Show cultural or aesthetic awareness across a range of social context by becoming aware of the impact of society and environmental interactions on the natural resources and processes, and how decisions taken in one structure of society, or business, government and community can impact on other parts of society with consequences for people.

Explore education and career opportunities by following careers in different directions, e.g. occupational health and safety, community environmental mobilisation, formal public participation and para-legal environment services.

Develop entrepreneurial opportunities by facilitating recognition and development of eco-business opportunities at local level.

ASSOCIATED ASSESSMENT CRITERIA

The relationship between society and the environment is understood and explained in terms of its components and complexity. (Range: social, political, economic)

The various types of society and environment interaction problems are explained in terms of its impact on communities and natural resources.

The role of people and communities in taking action and responsibility is explained in relation to specific society and environment interaction problems.

2.

Information is gathered and sourced and appropriate tools and mechanisms are selected to deal with a specific society and environment interaction issue.

Appropriate strategies and structures are identified to deal with the society and environment interaction problem.

A range of participatory principles and methods are applied to a social participation process in order to address the society and environment interaction issue.

3.

Appropriate facilitation skills and methods are used to promote an understanding of environmental principles, rights, structures, processes and responsibilities in relation to a specific society and environment interaction issue/problem.

An action plan is developed in consultation with community members which outlines appropriate strategies, roles and responsibilities of stakeholders and role-players to deal with a society and environment interaction issue.

4.

People in specific communities are supported and facilitated to participate in public and community participation processes.

Appropriate strategies are used to develop, promote and support eco-business opportunities in a local community.

5.

Community meetings/forums are facilitated using a variety communication strategies, styles and media.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the Qualification.

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated.

Assessment of communication and mathematical literacy should be integrated as far as possible with other aspects and should use practical administration contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

The term 'Integrated Assessment' implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies.

Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner.

INTERNATIONAL COMPARABILITY

A careful internet search of Qualifications and Qualification frameworks from developing and developed world countries was conducted. Countries where information was gathered include Australia, Ghana, Kenya, Malaysia, New Zealand, and the United Kingdom.

This search revealed no Qualifications that are directly comparable to this FET Certificate in Community Facilitation in Society and Environment Interactions. Most of these had a focus in other specialist areas, for example, community development had Unit Standard titles such as "Contribute to strategies to effect community or social change" (Level 4) or "Implement programmes and projects to respond to community concerns, issues, and needs" (Level 5) where the identified concerns, issues, or needs include, amongst many others, economic development, employment, environmental issues, housing and land, human rights, development, etc. None of these have the same integrative perspective of society and environment interactions, nor provide such a vocationally-oriented skills development platform in community facilitation within a broad environmental context.

The closest Malaysian Qualification that could be found were Environmental Management and Environmental Auditing, which were aligned to international standards such as ISO 14010 and ISO 14011. As a result these were focused on the technical procedures and requirements and had a more scientific orientation.

Qualifications covering Conservation Management, Environmental Management and Community Development in the UK and New Zealand were found to have some close similarities, with similar expectations of learners. For example, a New Zealand Unit Standard "Demonstrate knowledge of and apply sustainable environmental management practices in the workplace" (Level 2) enables learners to "describe the effect of a human activity on the environment; demonstrate knowledge of the effect on the environment, of activities and practices in a specified workplace; and take actions within a workplace that help to sustain and improve the environment." However, this Unit Standard does not have a facilitation focus, nor the broad SEI overview so fundamental to our own Qualification.

For these reasons it is felt that the present Certificate in Community Facilitation in Society and Environment Interactions makes a unique contribution to learning, has a specifically South African relevance and applicability, but also matches and even exceeds the standards of similar Qualifications elsewhere in the world.

ARTICULATION OPTIONS

This Qualification articulates with the following proposed and registered Qualifications:

National Certificate: Society and Environment Interactions in the Workplace (Level 5)

National Certificate: Local Development (NQF Level 5)

National Certificate: Development Practice (NQF level 4)

National Certificate: Development Practice (NQF level 5)

It should also articulate horizontally and vertically with any other Qualifications at Level 4 or 5 in the following fields:

Occupational health and safety (NQF levels 4 and 5 in process)

National Certificate: Environmental Educators, Training and Development Practice (NQF Level 4)

National Certificate: Environmental Educators, Training and Development Practice (NQF Level 5 )

Para-legal environmental services (in process)

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with an appropriate Education, Training, Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.

Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as in the exit level outcomes described in the Qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

For an applicant to register as an assessor for this Qualification, the applicant should:

Hold a similar Qualification to this at NQF level 5 or above.

Be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA).

Be registered with the relevant ETQA.

NOTES

Range:

Society and Environment Interactions can be seen simply as the interactions between human activities and the natural resources around us in ways that have an impact (positive or negative) on people's lives and/or on the natural resources. Some of these interactions can result from simple actions at a household level, or they may result from larger structures in society and the way they are set up or operate, for example, a particular economic system, a land tenure policy, a development strategy, or the way legislation is defined.

Society and Environment Interactions are complex, and include most human activities because what we do has an impact on natural resources and processes. The focus is less on people as individuals, and more on structures in society (formal and non-formal) e.g. business, government, community structures, etc. and how decisions taken in one can impact on other parts of Society and Environment Interactions.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	115593	Apply facilitation processes to deal with an environmental risk in a local community	Level 4	NQF Level 04	10
Core	13669	Apply introductory knowledge of environmental ethics in the context of personal experience	Level 4	NQF Level 04	4
Core	115587	Collect and present community needs information	Level 4	NQF Level 04	8
Core	13671	Demonstrate knowledge of environmental systems and ecology	Level 4	NQF Level 04	20
Core	115591	Explain and apply environmental legal principles, rights, duties and responsibilities to a specific work context	Level 4	NQF Level 04	6
Core	115598	Explain and apply environmental safety principles and mechanisms in relation to community issues	Level 4	NQF Level 04	12
Core	115596	Explain and apply principles and practices of social participation in society and environment interactions	Level 4	NQF Level 04	10
Core	13663	Network locally and nationally in order to source information, advice or support concerning an environmental issue or risk	Level 4	NQF Level 04	5
Core	115595	Recognise and develop eco-business opportunities in a local community	Level 4	NQF Level 04	8
Core	10135	Work as a project team member	Level 4	NQF Level 04	8
Fundamental	8968	Accommodate audience and context needs in oral communication	Level 3	NQF Level 03	5
Fundamental	8972	Interpret a variety of literary texts	Level 3	NQF Level 03	5
Fundamental	8969	Interpret and use information from texts	Level 3	NQF Level 03	5
Fundamental	8970	Write texts for a range of communicative contexts	Level 3	NQF Level 03	5
Fundamental	9015	Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems	Level 4	NQF Level 04	6
Fundamental	8974	Engage in sustained oral communication and evaluate spoken texts	Level 4	NQF Level 04	5
Fundamental	8975	Read analyse and respond to a variety of texts	Level 4	NQF Level 04	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts	Level 4	NQF Level 04	4
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues	Level 4	NQF Level 04	6
Fundamental	12153	Use the writing process to compose texts required in the business environment	Level 4	NQF Level 04	5
Fundamental	8976	Write for a wide range of contexts	Level 4	NQF Level 04	5
Elective	10140	Apply a range of project management tools	Level 4	NQF Level 04	8
Elective	13950	Apply technical knowledge and skill in order to manage risk in occupational health and occupational hygiene	Level 4	NQF Level 04	8
Elective	110481	Demonstrate a knowledge and understanding of the aspects of the project cycle	Level 4	NQF Level 04	8
Elective	110493	Demonstrate a knowledge and understanding of the basic principles of budgeting and financial management applicable to a local economic development project	Level 4	NQF Level 04	4
Elective	110502	Demonstrate and apply knowledge and understanding of the roles, function and responsibilities of the main stakeholders and role players in local economic development	Level 4	NQF Level 04	4
Elective	12344	Demonstrate knowledge of gender and equity in sustainability of water and sanitation related projects	Level 4	NQF Level 04	4
Elective	9243	Monitor occupational health and safety	Level 4	NQF Level 04	8
Elective	13661	Participate actively in a local environmental action project	Level 4	NQF Level 04	8
Elective	14609	Participate in management of conflict	Level 5	Level TBA: Pre-2009 was L5	4
Elective	10146	Supervise a project team of a developmental project to deliver project objectives	Level 5	Level TBA: Pre-2009 was L5	14

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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