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:

General Education and Training Certificate: Environmental Practice

SAQA QUAL ID	QUALIFICATION TITLE
49552	General Education and Training Certificate: Environmental Practice
ORIGINATOR
SGB Environmental Sc/Mgt & Waste Mgt
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
LG SETA - Local Government and related Services Sector Education and Training Authority			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 10 - Physical, Mathematical, Computer and Life Sciences		Environmental Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	122	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"		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

This qualification is the first in a series for practitioners in the field of environmental science, environmental management and waste management. This series of qualifications will equip practitioners with the skills, knowledge and values to contribute towards the wise and effective use and management of our natural resources and ecological systems.

The specific purpose of this qualification represents the skills, knowledge and understanding required by competent practitioners to:

Have an elementary understanding of the concept of the environment and the basic principles which underpin the sustainable use of resources

Understand their role and perform the activities associated with their role, using the tools, materials and practices of their particular field

Understand how they are affected by laws, agreements and policies related to their particular context

Understand the impact of their activities on the (natural) environment, as well as the implications of these activities for the environment.
With this understanding, learners will be able to engage productively and responsibly in work, individual or community-related activities in the field of environmental science, environmental management and waste management. This qualification will also serve as a basis for further learning, and will equip learners with the knowledge, skills and values to participate meaningfully in society and contribute towards developing sustainable communities.

This qualification can be obtained in any context within the field of environmental science, environmental management and waste management, eg: local government, public and private waste management enterprises, cultural or natural heritage sites, community projects, recycling and recovery of resources, control and eradication of invasive and alien species, rural development, or as workers with environmental functions in a range of industries such as mining, chemicals or manufacturing, etc.

This qualification will enable providers, assessors and learners to plan, implement and measure the outcomes of suitable learning programmes, or to recognize prior learning.
This qualification recognises skills, knowledge and values relevant to environmental science, environmental and waste management activities. It is designed for learners who engage actively in such activities. These activities are necessary in order to develop a portfolio of evidence. The qualification is suitable for learners who:

Have attended courses and then apply the knowledge gained to activities in a workplace or in a community, or

Are already workers and have acquired the skills and knowledge without attending formal courses (RPL can be done through the summative assessment and portfolio of evidence), or

Are already active in the community and have acquired the skills and knowledge without attending formal courses (RPL can be done through the summative assessment and portfolio of evidence), or

Participate in skills programmes and the appropriate work experience or community work, or

Are part of a learnership programme which integrates structured learning and work experience, or

Acquire their learning through any combination of the above.

Rationale:

South Africa has a need to manage and protect its natural resources and ecological systems, while simultaneously using its resources in a sustainable manner to promote social, physical and economic development.

There is also a need for people as individuals, and as members of social or workplace communities, to become aware of their responsibilities towards the environment and to be empowered to make informed choices regarding their own activities and the impact that these activities have on the environment. There is also a need for people to develop practices which will ensure that their activities, individually and collectively, result in the sustainable use of resources and minimise impact on the environment.

Recent developments in environmental legislation have resulted in an increased demand for practitioners with the necessary skills, knowledge and values to fulfil these legislative requirements.

Such practitioners - as learners, as workers and as members of social communities - need to be equipped to engage with the complexities and challenges which arise from this need to ensure that use and development is socially, ecologically and economically sustainable.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner has attained ABET Level 3 in Communication and Mathematics.

Recognition of prior learning:

This qualification may be obtained through the process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Fundamental unit standards: 39 credits (compulsory)

Core unit standards: 71 credits (compulsory)

The learner must select a minimum of 12 credits from the Elective unit standards

EXIT LEVEL OUTCOMES

1. Demonstrate the use of appropriate numeracy and communication skills.
2. Handle material and perform tasks without an adverse impact on the environment.
Range: Material includes waste, hazardous substances, cleaning materials, natural resources, etc.
3. Recognise and respond to issues that have an impact on the environment.
Range: The response is appropriate to the level of authority and level of skill.
4. Gather and contribute information required to respond to environmental conditions.
5. Manage own performance and contribute to the performance of the team and the organisation.

ASSOCIATED ASSESSMENT CRITERIA

Appropriate numeracy and verbal and written communication skills are selected and used in the performance of tasks.

Appropriate numeracy and verbal and written communication skills are selected and used to explain concepts and processes during assessment.

2.

A specific practice is described and explained, relating the tools and the materials to the practice, and explaining the environmental principles which underpin the practice.

Resources are used in a sustainable manner, without injury to self or fellow workers or damage to tools, equipment, infrastructure or the environment.

3.

Actual or potential environmental impacts are identified.

Actual or potential environmental impacts are reported timeously and accurately.

4.

Appropriate information is collected and recorded accurately.

Information is contributed in an appropriate form or format within the required timeframe.

5.

Contribution to cleanliness and condition of tools, equipment and infrastructure is made in an environmentally responsible and safe manner.

Laws, policies and procedures which govern the learner's particular context are described and explained.

The learner's role and contribution is described and explained.

Integrated Assessment:

In order to achieve the aims of integrated assessment it is recommended that the assessor assesses all components of the learning simultaneously and that credits are awarded for the unit standards during this assessment.
It is recommended that learning components (ie fundamental and core) are combined into assignments and projects which are then included in the portfolio of evidence. This will form the basis for the bulk of the assessment. The assessor can then focus on specific areas for further probing and verification.

The assessment process should:

Cover the explicit activities required for the qualification as well as the understanding of the concepts and principles which underpin the activities

Establish how the critical outcomes have been advanced by the learning process.

The integrated assessment must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:

Looking at records and reports in the portfolio and reviewing previous assessments

Asking questions and initiating short discussions to test understanding

Observing the learner at work (in the primary activity as well as in other interactions).

The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.

While this is primarily a context-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit-level outcomes.

Assessors should also evaluate evidence that the learner has been performing consistently to standard over a period of time.

INTERNATIONAL COMPARABILITY

No other qualifications have been identified which are directly comparable with this one in terms of level and scope. The fact that this is a generic qualification that must serve the diverse needs of the broad field of environmental science, environmental management and waste management, puts it in a class of its own. Internationally, qualifications related to environmental science and environmental management fall into the sphere of higher education, apart from a few isolated examples at supervisory and first-tier management level. There are a limited number of qualifications which focus on waste management, such as the Scottish Vocational Qualifications and the National Vocational Qualifications of England, Wales and Northern Ireland. The approach taken in these qualifications aligns broadly with the approach taken here: qualifications are standards-based, learning is workplace-based, assessment is observation- and portfolio-based, and skills and knowledge are acquired, practiced and assessed within contexts relevant to the learner. However, this (ie the South African) qualification places a greater requirement on the learner to demonstrate successful integration of the knowledge and skills acquired. Another recent development has been the initiative by the International Solid Waste Association to develop qualifications and promote training internationally. Developments are also taking place in other parts of the world, notably South America. However, concrete information of the type needed to carry out a detailed comparison could not be found within the limits of the research capability.

Narrow consultation:
Those participating in the work of developing, generating and reviewing this qualification and the unit standards were representative of their constituencies and came from a range of contexts within the environmental science, environmental management and waste management field.

ARTICULATION OPTIONS

This qualification has been designed and structured so that qualifying learners can move from one context to another. Employers or institutions should be able to evaluate the outcomes of this qualification against the needs of their context and structure top-up learning appropriately. Equally, holders of other qualifications may be evaluated against this qualification for the purpose of RPL.

This qualification has been designed as a generic qualification which will serve the diverse needs of the field of environmental science, environmental management and waste management. While a certain amount of the learning is applicable across the field, the balance will be related to the learner's context. Each context will have a different focus and this will determine what qualifications, both horizontally and vertically, will articulate with this one.

MODERATION OPTIONS

Moderators for the qualification should be qualified and accredited with an appropriate ETQA.
To assure the quality of the assessment process, the moderation should cover the following:

Assessor credentials.

The assessment instrument.

The assessment process.
Moderators should be qualified assessors in their own right.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The following criteria should be applied by the relevant ETQA:
1. Appropriate qualification in a relevant field of environmental science, environmental management and waste management at NQF level 2 or higher with a minimum of 2 years' experience in a relevant context. The subject matter expertise of the assessor can be established by recognition of prior learning.
2. Appropriate experience and understanding of assessment theory, processes and practices.
3. Good interpersonal skills and ability to balance the conflicting requirements of:

Maintaining national standards

The interests of the learner

The need for transformation and redressing the legacies of the past

The cultural background and language of the learner.
4. Registration as an assessor with a relevant ETQA.
5. Any other criteria required by a relevant ETQA.

REREGISTRATION HISTORY

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

NOTES

N/A

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	14780	Apply financial life skills	Level 1	NQF Level 01	4
Core	119304	Compile a portfolio of evidence for assessment	Level 1	NQF Level 01	3
Core	119305	Demonstrate an awareness of the impact of human activities on the environment	Level 1	NQF Level 01	12
Core	14569	Demonstrate an understanding of how to participate effectively in the workplace	Level 1	NQF Level 01	3
Core	14664	Demonstrate knowledge of diversity within different relationships in the South African society	Level 1	NQF Level 01	3
Core	14661	Demonstrate knowledge of self in order to understand one`s identity and role within the immediate community and South African society	Level 1	NQF Level 01	3
Core	13169	Describe and discuss issues relating to HIV-AIDS, TB and sexually transmitted illnesses and their impact on the workplace	Level 1	NQF Level 01	4
Core	14445	Frame and implement an individual action plan to improve productivity within an organisational unit	Level 1	NQF Level 01	3
Core	119303	Handle and dispose of waste	Level 1	NQF Level 01	12
Core	13167	Identify potential hazards and critical safety issues in the workplace	Level 1	NQF Level 01	2
Core	119306	Recognise, group, use and care for materials which can impact on health and the environment	Level 1	NQF Level 01	10
Core	119302	Select, use and care for hand tools and basic equipment in environmentally related contexts	Level 1	NQF Level 01	6
Core	110082	Understand the impact of customer service on a business	Level 1	NQF Level 01	6
Fundamental	7464	Analyse cultural products and processes as representations of shape, space and time	Level 1	NQF Level 01	2
Fundamental	7451	Collect, analyse, use and communicate numerical data	Level 1	NQF Level 01	2
Fundamental	7449	Critically analyse how mathematics is used in social, political and economic relations	Level 1	NQF Level 01	2
Fundamental	14084	Demonstrate an understanding of and use the numbering system	Level 1	NQF Level 01	1
Fundamental	7463	Describe and represent objects and the environment in terms of shape, space, time and motion	Level 1	NQF Level 01	2
Fundamental	12462	Engage in a range of speaking and listening interactions for a variety of purposes	Level 1	NQF Level 01	6
Fundamental	12471	Explore and use a variety of strategies to learn (revised)	Level 1	NQF Level 01	5
Fundamental	12469	Read and respond to a range of text types	Level 1	NQF Level 01	6
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
Fundamental	12470	Write for a variety of different purposes	Level 1	NQF Level 01	6
Elective	110075	Apply basic fire fighting techniques	Level 1	NQF Level 01	3
Elective	116511	Carry out basic first aid treatment in the workplace	Level 1	NQF Level 01	1
Elective	110044	Collect information to support a community needs assessment	Level 1	NQF Level 01	12
Elective	9357	Develop and use keyboard skills to enter text	Level 1	NQF Level 01	4
Elective	14666	Prepare oneself for employment	Level 1	NQF Level 01	4
Elective	110045	Support the facilitation of learning in a development practice project	Level 1	NQF Level 01	12
Elective	10567	Transport personnel, material and equipment using Light Delivery Vehicle	Level 1	NQF Level 01	4
Elective	10008	Write and present a simple business plan	Level 1	NQF Level 01	7

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.	A4 Consultancy CC
2.	Amabamba Recruitment
3.	AVAX SA 481 CC. T/A Mandisa Development Services
4.	Boikgantsho Consulting & Events
5.	Buena Vista Learning Academy
6.	Central Bridge Trading 109
7.	CTC College(PTY) LTD.
8.	Dee's Training (PTY) LTD
9.	Eco-Culture
10.	Elective Training Institute Enterprise CC
11.	Elvis Koena Consulting (Pty) Ltd
12.	IQ Skills Academy (PTY) LTD.
13.	Josmap Training Institute
14.	KHOSITHI TRAINING
15.	Mamuhle Academy
16.	MARS Business Consulting
17.	Mcebo Technologies
18.	Mdaka Omnyama Trading and Projects
19.	Mementos Training Pty Ltd
20.	Mintirho Development Services
21.	Mod-Mosh Projects and Consulting (PTY) LTD
22.	Mohlaje Solutions (Pty) Ltd
23.	Mortarboard Training Solutions
24.	Ndotha General Trading
25.	Neopeo Trading & Projects
26.	Networx for Career Development
27.	Nkinane Trading Enterprise
28.	NOBO Training and Development Services (Pty) LTD
29.	Nyankwavi Investment CC.
30.	PMA Holdings (PTY ) LTD.
31.	Progressive School of Business and Engineering (Pty)
32.	PTDEV (Pty) Ltd
33.	Qabuka-Vuka Development Trading
34.	RLSTP Training & Development (PTY) LTD.
35.	Simmek Holdings
36.	South African Corporate Training Association
37.	Tasc Business Consulting and Training
38.	The Green Affairs Consulting
39.	Thubelihle Graduate Institute
40.	Timothy Fasheun Group Enviromentors (Pty) Ltd
41.	Transafric Consulting Pty Ltd
42.	Umbuso Training Services
43.	University of Venda
44.	Ursivox Interactive Systems
45.	Washa 2 Training & Projects
46.	Wildlife and Enviroment Society of South Africa
47.	World Pace Development and Training Institute