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: Landcare Facilitation

SAQA QUAL ID	QUALIFICATION TITLE
49626	National Certificate: Landcare Facilitation
ORIGINATOR
SGB Primary Agriculture
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
AgriSETA - Agriculture SETA			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 01 - Agriculture and Nature Conservation		Primary Agriculture
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	125	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 "Reregistered"		SAQA 06120/18	2018-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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

Purpose:

The purpose of the qualification is to provide learners, education and training providers and employers with the standards and the range of learning required to mobilise communities and individuals to set up agricultural initiatives for sustainable development.

This qualification describes the learning outcomes (the skills, knowledge and values) required to effectively facilitate and manage landcare in rural communities in a sustainable and financially viable manner.

For those who have been in the primary agricultural sector for a long time, this qualification can be used in the Recognition of Prior Learning (RPL) process to recognise and assess the skills already acquired in the primary agricultural context, without the benefit of formal education or training.

For education and training providers, this qualification provides the framework for the development of appropriate learning programmes. For employers, this qualification enables skills gaps to be identified and provides guidance for the development of programmes to close skills gaps.

This qualification will provide the learner with the skills, knowledge and values required to facilitate landcare by:

Working with and mobilising rural communities/people for sustainable development and economic empowerment.

Planning, setting up and supporting sustainable farming initiatives.

Designing and resourcing participatory landcare projects.

Monitoring and reporting on progress of landcare initiatives.

Managing finances within the context of sustainable farming initiatives.

Facilitating learning through community involvement in landcare projects.

Coordinating strategies for sustainable landcare and development.

Coordinating the implementation of new and alternative approaches and practices to landcare and agriculture.

Rationale:

Agricultural communities need to optimise the use of natural resources in a sustainable manner for the production of food, fuel and fibre. Since agricultural practices need to respond to human survival, social development and the economic empowerment of all individuals, the National Certificate in Landcare facilitation is designed to meet the needs of those learners who are already involved in the primary agriculture sector at management level or at agricultural extension level and who are engaged in facilitating improved agricultural practices for sustainable development.

Landcare facilitation necessitates a participatory approach to community development so that a deeper understanding of the interface between the man, the environment and the economy is achieved. This qualification provides the learner with the skills, knowledge and values required to facilitate landcare and sustainable agricultural practices in rural communities for social development and economic empowerment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners should be competent in Communication and Numeracy at NQF Level 4 or equivalent.

Recognition of prior learning:

This qualification may be obtained through a process of RPL. The learner should be thoroughly briefed prior to the assessment and support provided to assist in the process of developing a portfolio. As with integrated assessment, while this is primarily a workplace-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

Motivation for credits assigned to Fundamental, Core and Elective Standards:

For this qualification, the credits are as follows:

Fundamental: 26

Core: 79

Elective: 20

Total: 125

Fundamental Standards:

These standards are compulsory to achieve the purpose of the qualification. They provide the underpinning learning required by the practitioner to facilitate landcare within the primary agricultural sector. Effective landcare facilitation necessitates good management skills to effectively manage landcare projects. Hence, practical project management skills and knowledge constitutes fundamental learning to the achievement of this qualification.

Core Standards:

These standards respond directly to the context and the purpose of the qualification. These standards represent the nature and complexity of the skills required by the practitioner to respond to and interface with specific rural/agricultural communities to facilitate landcare.

Electives:

These standards provide options for additional learning in order to achieve and fully contribute to the purpose of the qualification. The learner has the option of choosing standards to the credit value of 20 to adequately satisfy the requirements of the qualification.

EXIT LEVEL OUTCOMES

1. Facilitate participatory planning processes to resource landcare projects and facilitate learning and working effectively with others on agricultural projects.

2. Design, set up, manage and support sustainable farming initiatives.

3. Plan and apply financial control techniques for sustainable agricultural projects.

4. Facilitate the Implementation of agricultural practices which enhance the quality, safety and health of individuals and the environment.

5. Monitor, evaluate and report on progress and make recommendations on sustainable agricultural/landcare initiatives.

ASSOCIATED ASSESSMENT CRITERIA

Learning is facilitated in a participative manner through a variety of techniques.

Rural/agricultural communities are mobilised to participate in sustainable agricultural initiatives.

Key issues concerning agricultural practices and the environment are identified, discussed and documented.

Views, suggestions, alternatives and recommendations are listened to and the merits thereof are considered and documented.

Resolutions are agreed and documented with clear actions, responsibilities, timeframes and reporting procedures.

2:

Viable agricultural initiatives are identified and designed to meet the needs of the specific rural community.

Practical project management principles are applied to landcare projects.

Agricultural projects are supported through various techniques and methods.

Agricultural communities are supported during their involvement in landcare initiatives.

Landcare initiatives are managed optimally.

3:

Agricultural initiatives are budgeted.

Financial control is maintained on all aspects of the project.

Landcare projects are completed within allocated budget.

Financial reports are compiled and disseminated to relevant stakeholders.

4:

Sustainable agricultural principles and practices are applied and implemented.

Compliance to relevant and applicable legislation governing sustainable agriculture is demonstrated.

5:

Progress on landcare projects is monitored and evaluated and any changes to initial implementation plan are recorded and motivated.

Progress on landcare projects is documented and disseminated to relevant stakeholders.

Information on all aspects of the agricultural projects is collected, summarised and recorded.

Recommendations are made on landcare projects and disseminated to all relevant stakeholders.

Integrated Assessment:

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:

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

Asking questions and initiating short discussions to test understanding.

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

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.

The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles, which underpin the activities and the agricultural practices. The assessment process should also establish how the learning process has advanced the critical outcomes.

Assessors should also evaluate evidence that the learner has been performing consistently over a period of time. The assessment can include a small project or projects, which need more time to complete than is practical in a live assessment session.

INTERNATIONAL COMPARABILITY

In the case of the primary agricultural context it is difficult to compare the qualification and unit standards because of the vast differences in the level of mechanisation, the level of literacy of the farm operators, climate and other conditions as well as the variety in commodities.

However, New Zealand and Australian qualifications and unit standards were sourced and evaluated for applicability.

ARTICULATION OPTIONS

The 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.

MODERATION OPTIONS

Moderators for the qualification should be qualified and accredited with an appropriate Education and Training Quality Assurance Body (ETQA) and have a qualification in primary Agriculture. To assure the quality of the assessment process, the moderation should cover the following:

Assessor credentials.

The assessment instrument.

The assessment process (including preparation and post-assessment feedback).

Where assessment and moderation are taking place in sectors other than the primary agricultural sector, assessment and moderation should be in terms of a Memorandum of Understanding negotiated with the relevant ETQA.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The following criteria should be applied by the relevant ETQA:

Appropriate qualification in the field of primary agriculture for example in community conservation areas.

Assessed successfully against a nationally recognised unit standards/s reflecting experience and understanding of assessment theory, processes and practices.

Good interpersonal skills and the 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.

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	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	8371	Control Soil Erosion	Level 5	Level TBA: Pre-2009 was L5	5
Core	117871	Facilitate learning using a variety of given methodologies	Level 5	Level TBA: Pre-2009 was L5	10
Core	8386	Implement integrated catchment management	Level 5	Level TBA: Pre-2009 was L5	4
Core	13647	Investigate options for improved environmental management and sustainable living	Level 5	Level TBA: Pre-2009 was L5	16
Core	14020	Monitor budgets related to community projects	Level 5	Level TBA: Pre-2009 was L5	8
Core	14612	Supervise the implementation of a community development programme	Level 5	Level TBA: Pre-2009 was L5	12
Fundamental	8388	Apply basic conservation management planning	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	15216	Create opportunities for innovation and lead projects to meet innovative ideas	Level 5	Level TBA: Pre-2009 was L5	4
Fundamental	14214	Evaluate and improve the project team`s performance	Level 5	Level TBA: Pre-2009 was L5	8
Elective	13649	Apply fundamental knowledge of environmental ethics to a field of work or study	Level 5	Level TBA: Pre-2009 was L5	6
Elective	14595	Demonstrate an understanding of sociological issues	Level 5	Level TBA: Pre-2009 was L5	12
Elective	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
Elective	14609	Participate in management of conflict	Level 5	Level TBA: Pre-2009 was L5	4
Elective	8408	Plan and co-ordinate problem plant control programmes	Level 5	Level TBA: Pre-2009 was L5	4

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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