|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:|
|Further Education and Training Certificate: Fisheries Resource Compliance|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66149||Further Education and Training Certificate: Fisheries Resource Compliance|
|SGB Nature Conservation|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|TETA - Transport Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 01 - Agriculture and Nature Conservation||Nature Conservation|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||158||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"
|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|
The qualification is intended for learners who wish to operate as or are presently operating as fisheries officers. The skills and competencies enabled by the qualification will support career path development towards positions of senior fisheries officers, once relevant experience has been obtained in the operational environment. The successful completion of this qualification equips the qualifying learner with the skills needed to perform in the field of fisheries conservation as well as the ability to conduct more advanced law enforcement tasks on a national and regional basis.
In particular, learners qualifying against this qualification will be able to:
The qualification provides learners with the training required to be able to function effectively and efficiently as fisheries officers. It equips learners with knowledge of relevant aspects of marine biology, a thorough knowledge of what constitutes legal compliance (law enforcement) as part of the criminal justice system, communication skills and an understanding of ethics necessary to carry out the functions of a fisheries officer under supervision of more senior staff.
The commercial fishing industry contributes significantly to the country's foreign exchange earnings. However, it exploits a limited resource, and effective monitoring, control and surveillance are crucial to ensure the long-term sustainability of the industry.
The commercial fishing industry is regulated by a substantial body of Acts and Regulations, as well as international treaties and conventions aimed at protecting and regulating marine fisheries. Sustainable utilisation of marine resources depends on scientific knowledge of the resource as well as on good management of the use of the resource. The executive arm of fisheries management provide the monitoring, control and surveillance function. Fisheries officers who have the responsibility of ensuring that management measures, such as the control of catches and that fisheries legislation, are complied with carry out this function.
The task of the fisheries officer is a complex one. To understand this statement it is necessary to take into account the wide array of duties to be performed and the intimate knowledge of the industry required to perform these duties. The fisheries officer has to act both as an agent of marine conservation law enforcement, and an educator of communities affected by marine conservation legislation.
In the event of violations of marine conservation legislation and regulations, the fisheries officer has to be competent at gathering evidence, presenting it in court and acting as a credible witness. Fisheries officers have extensive powers of search and arrest, comparable to and in some situations exceeding those of other law enforcement officials. The fisheries officer's knowledge base has to include the complete framework of legislation designed to protect marine resources.
The acquisition of recognized skills and abilities is required by the sector to meet legislative and operational requirements. This will increase growth and job opportunities whilst maintaining the objective of the protection and sustainable utilization of our natural resources.
The qualification will able learners to apply for positions as officers employed by Marine and Coastal Management (MCM) as well as other bodies such as Ezemvelo KZN Wildlife, which are responsible for Monitoring, Control and Surveillance (MCS) in South Africa.
Given the close working relationship required for coastline protection between South Africa and its neighbouring countries such as Namibia and Mozambique, this qualification could also be utilised for the training and development of fisheries officers or their counterparts in these countries.
Fisheries officers are in direct contact with the fishing industry and have to fulfil a number of functions, including educating stakeholders about the need for fisheries management as well as encouraging and enforcing compliance.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners accessing this qualification are competent in:
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and by the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. 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.
Access to the Qualification:
There is open access.
|RECOGNISE PREVIOUS LEARNING?|
|This qualification consists of a minimum of 158 Credits composed of:
The Fundamental Component consists of Unit Standards in:
All unit standards totalling 56 credits.
|EXIT LEVEL OUTCOMES|
|1. Demonstrate knowledge of marine ecology.
2. Perform duties in pursuit of marine conservation objectives.
3. Enforce legislation pertaining to marine conservation.
4. Demonstrate knowledge of seamanship appropriate to the functions of a fisheries officer.
Critical Cross-Field Outcomes:
The qualification addresses the following Critical Cross-Field Outcomes as embedded in the Exit Level Outcomes and Associated Assessment Criteria of the qualification.
Identify and solve problems:
Collect, analyse, organise, and critically evaluate information:
Work in a team:
Maintain effective working relationships:
Use of Science and technology:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Exploitable marine species are accurately identified through the use of scientifically valid methods.
1.2 The interrelationships of living things with one another and with their habitats are identified with a view to furthering marine conservation objectives.
1.3 Measures are implemented to protect ecologically sensitive areas based on knowledge of the coastal zone.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Marine conservation legislation and regulations are enforced to comply with legal requirements.
2.2 Stakeholders and the public are educated on marine conservation issues according to conservation programmes.
2.3 Methods to assess marine living resources are applied in accordance with marine population estimation protocols.
2.4 Management plans and procedures are put in place in ways that reflect understanding of fisheries resource management principles.
2.5 Management plans and procedures are implemented so as to support marine conservation objectives.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Fisheries related offences are investigated by utilising relevant processes and procedures.
3.2 Relevant evidence is provided in support of prosecutions in a court of law.
3.3 Advanced knowledge of international treaties and agreements are demonstrated as it applies to South African legislation and regulations.
3.4 Input is made in the drafting of proposals for permit conditions in support of legislative compliance.
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Knowledge is demonstrated of vessel types so as to facilitate comprehensive routine onboard inspections.
4.2 Knowledge of fishing gear and fishing methods is demonstrated so as to enable the enforcement of legislative compliance.
4.3 Skills of navigation and chart work are used to plot the position and progress of a vessel within the context of fisheries compliance activities.
Assessment practices must be open, transparent, fair, valid, and reliable and must ensure that no learner is disadvantaged in any way whatsoever. For this purpose, an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably aligned. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated through the practical application of sales and services in a Nature Conservation environment.
Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic Nature Conservation 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. 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 formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies. Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should 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. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of Specific Outcomes and Embedded Knowledge. It is required that learners are able to arrange for assessment in an appropriate natural environment.
|The main focus for International comparability for the qualification was concluded against qualifications outside of the Southern African/African continent. In particular, North America and Australia were selected for best practices due to the high regard for the developments in these countries relating to Fisheries Resource Management by the South African Fisheries Compliance industry.
In addition, the Southern African Regional Fisheries Resources Management, Control and Surveillance qualification was used for comparability so as to ensure that a National Qualification meets standards and requirements identified as best practice for Southern Africa. In addition, it should be mentioned that relevant SADC input and comparison was concluded during the scoping and development of the qualification through the inclusion of representatives in task teams involved in the European Union/SADC Fisheries Management, Control and Surveillance programmes.
The following qualifications are thus presented in support of International Comparability:
The Boarding Officer Course (Marine Coast Guard) North America:
The programme consists of a five-day course for a boarding officer. Although level descriptors and credit values could not be allocated to the programme, a substantial similarity is clearly discernible when comparing the main focus areas with those of the envisaged qualification.
The programme includes the following focus areas:
The following focus areas in the envisaged qualifications compares favourably:
The South African qualification, being longer in duration, distinguishes itself through its specific focus on Resources Management and the inclusion of the following standards:
This is possibly resultant from a strong Conservation approach, the necessity to educate fisheries resource users (public and commercial) due to recent access to fisheries resources, and the necessity to enable navigational and chart-work skills associated with the marine environment in support of the execution of responsibilities where individuals were previously excluded from the industry in the capacity of resources management and compliance enforcement. Albeit not part of the core component of the qualification, the inclusion of communication skills and a strong emphasis on conservation ethics likewise contribute to the usefulness of the qualification both from an employment and conservation perspective.
The NQF Level 4 in Fisheries Compliance Administration - Australian Qualifications Framework:
The above qualification enabled comparison with a qualification that is outcomes and unit standard based so as to compare the envisaged unit standard based qualification with a similar qualification in the operational environment.
The following main focus areas are identified:
The envisaged qualification compares well in terms of the following standards:
As with the previous comparison the following standards included in the South African qualification is not included in the Australian qualification:
In addition, the South African qualification does not include computer literacy, outboard motor maintenance and specific focus on communication devices such as radiotelephones. Communication is included in the fundamental component and additional non-marine specific transportation is not included in the South African qualification. The differences mainly support the stronger conservation approach followed in the envisaged qualification and the developing of ethics and promotion of conservation awareness yet again provides for contextualisation in the South African industry.
The Fisheries Management, Control and Surveillance programme - European Union/SADC:
Due to the strong involvement of individuals familiar with the above qualification, this qualification possibly had the most influence on the envisaged qualification in terms of best practices alignment.
The following focus areas and relation to standards included in the envisaged qualification are evident from the programme:
Comparison should indicate a clear alignment to what is presently regarded as European Union and SADC best practices in terms of the qualification.
Comparisons, in terms of the North American, Australian and European Union/SADC programmes, effectively support alignment of the envisaged qualification to recognised best practices in the international fisheries resource management environment.
The inclusion of specific focus areas including ethics, resource management and conservation awareness, is supported specifically by the approach followed in the European Union/SADC programme.
First aid is however presently excluded for the Fisheries Resource Management qualification due to the approach in South Africa where first aid certification needs to be updated on an annual basis. It was thus concluded by employer organisations, users of the qualification that first aid will be addressed as a workplace requirement rather than a qualification component.
It is concluded that comparison supports the meeting a similar approach and content in terms of training and development internationally.
Impact of International Comparability on the Qualification:
Consideration was taken in particular of the European Union/SADC programmes in the identification of international standards and content. The involvement of representatives very familiar with the qualification and its content ensured effective alignment of the South African qualification with industry standards presently perceived to be best practices in the SADC region. Favourable comparison with North American and Australian qualifications simply act as confirmation of the meeting of international best practice.
|This Qualification provides the following articulation opportunities:
Fisheries officers, who wish to extend their field of expertise into other areas of nature conservation guardianship, or conservation management, will find this relatively easy to achieve.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Anyone assessing a learner, against this Qualification must be registered as an assessor with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
For an applicant to register as an assessor or moderator of this Qualification the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||263294||Apply knowledge of fishing vessels and fishing gear in a fisheries compliance environment||Level 4||NQF Level 04||10|
|Core||263314||Apply national and international fisheries legislation in the marine resources conservation environment||Level 4||NQF Level 04||10|
|Core||263285||Apply the principles of fisheries resource management||Level 4||NQF Level 04||10|
|Core||263290||Demonstrate knowledge of practical offshore navigation and chartwork||Level 4||NQF Level 04||10|
|Core||263286||Investigate fish catches in support of fisheries compliance||Level 4||NQF Level 04||8|
|Core||263289||Promote conservation awareness||Level 4||NQF Level 04||12|
|Core||263291||Apply integrated coastal zone management||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||263292||Comply with Investigation and prosecution requirements in the fisheriers environment||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||253968||Develop and apply conservation ethics||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||263293||Inspect marine resources conservation||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||12154||Apply comprehension skills to engage oral texts in a business environment||Level 4||NQF Level 04||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||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, 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||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||263288||Demonstrate knowledge of physical oceanography and meteorology||Level 3||NQF Level 03||6|
|Elective||263295||Demonstrate an understanding of the effects of natural phenomena and human activities on marine ecosystems||Level 4||NQF Level 04||8|
|Elective||263287||Gather data on important marine mammal, reptile and bird species||Level 4||NQF Level 04||15|
|Elective||252034||Monitor and evaluate team members against performance standards||Level 5||Level TBA: Pre-2009 was L5||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.