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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Apply fundamental knowledge of environmental ethics to a field of work or study 
SAQA US ID UNIT STANDARD TITLE
13649  Apply fundamental knowledge of environmental ethics to a field of work or study 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard in environmental ethics at Level 5 is relevant to a wide range of professions, in particular those concerned with the environment or those having a significant impact on the environment. It introduces the learner to some fundamental environmental ethics concepts and to a limited range of environmental value positions. It encourages the candidate to apply this knowledge to his or her field of work or study. The learner is required to develop a code of environmental ethics that is relevant to his or her particular field, and to analyse environmental policies, practices and problems in relation to a fundamental knowledge of environmental ethics.

A person credited with this unit standard will be able to:
1. Demonstrate fundamental knowledge and understanding of environmental ethics.
2. Analyse a range of environmental practices and problems and develop a synthesis that illustrates ethical dilemmas associated with environmental issues.
3. Demonstrate understanding of the environmental value positions reflected in a range of key environmental policies and related procedures.
4. Develop a code of environmental ethics guiding practice within the learner's field of work or study. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard assumes no prior knowledge or experience of the field of environmental ethics. However, it does assume that the candidate is in possession of at least a Further Education and Training Certificate (FETC) or RPL equivalent. Unit Standard 4C.09 is a requirement for this Unit Standard. Unit Standard 4C.09 must be either completed prior to or be undertaken concurrently with Unit Standard 5C.08.
  • Demonstrate an understanding of the relevance of key policies to Environmental Education 
    		•

    UNIT STANDARD RANGE 
    This unit standard requires the learner to apply knowledge and understanding of fundamental concepts in environmental ethics to both familiar and unfamiliar situations related to his or her particular field of work or study. At this level, knowledge of environmental ethics as a theoretical field is not required; rather, the learner will be introduced to a limited range of environmental value positions.

    A variety of concrete examples of environmental problems and practices related to the learner's field of work or study should be selected for analysis. These should be relevant to the South African context, and should reflect the contested nature of environmental values (e.g. land use options, industrial and community development, animal rights, etc). Environmental value positions should include perspectives from various cultures and societal groups, including indigenous traditions.

    Candidates should be aware of key national and international environmental policies related to their particular field of work or study. In particular, they should evaluate a limited range of essential policies that they are likely to encounter in the workplace in relation to a fundamental knowledge of environmental value positions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate fundamental knowledge and understanding of environmental ethics 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Demonstrate broad knowledge and understanding of key concepts related to environmental ethics. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Concepts include ethics, values, value positions, environmental ethics, the environment, environmental problems etc. 

    ASSESSMENT CRITERION 2 
    2. Demonstrate some depth of understanding of different perspectives in environmental ethics and associated value positions. 

    ASSESSMENT CRITERION 3 
    3. Demonstrate an understanding of the practical implications of the contested and ambivalent nature of environmental values. 

    SPECIFIC OUTCOME 2 
    Analyse a range of environmental practices and problems and develop a synthesis 
    OUTCOME NOTES 
    Analyse a range of environmental practices and problems and develop a synthesis that illustrates ethical dilemmas associated with environmental issues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Analyse a range of environmental and development practices in the light of a fundamental knowledge of environmental ethics. 

    ASSESSMENT CRITERION 2 
    2. Analyse a range of environmental problems in the light of a fundamental knowledge of environmental ethics. 

    ASSESSMENT CRITERION 3 
    3. Describe the variety of environmental value positions held by stakeholders associated with these environmental practices and problems. 

    ASSESSMENT CRITERION 4 
    4. Summarise and describe the ethical dilemmas reflected in the scenarios analysed. 

    ASSESSMENT CRITERION 5 
    5. Recommend ethically responsible alternatives or solutions to these practices and problems. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the environmental value positions 
    OUTCOME NOTES 
    Demonstrate an understanding of the environmental value positions reflected in a range of key environmental policies and related procedures. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Demonstrate knowledge of key international and South African environmental policies and legislation that have a bearing on the learner's field of work or study. 

    ASSESSMENT CRITERION 2 
    2. Where relevant, demonstrate knowledge of workplace-based environmental policies and procedures. 

    ASSESSMENT CRITERION 3 
    3. Analyse selected policies and procedures and identify environmental value positions reflected in these. 

    ASSESSMENT CRITERION 4 
    4. Compare the environmental value positions reflected in environmental policies and procedures. 

    SPECIFIC OUTCOME 4 
    Develop a code of environmental ethics guiding practice within the field of work or study 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Describe the learner's current or future work context. 

    ASSESSMENT CRITERION 2 
    2. Identify responsibilities, procedures or practices that may have an impact on the environment. 

    ASSESSMENT CRITERION 3 
    3. Identify characteristics of environmental best practice in the field. 

    ASSESSMENT CRITERION 4 
    4. Draw up a code of environmental ethics to guide workplace practice. 

    ASSESSMENT CRITERION 5 
    5. Critically evaluate own performance against these criteria. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

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

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes, in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • Concepts including ethics, values, value positions, environmental ethics, the environment, environmental problems etc. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as a responsible citizen in the life of local, national and global communities.

    Be culturally and aesthetically sensitive across a range of social contexts. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Core  66789   National Certificate: Environmental Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHE 
    Elective  66190   National Certificate: Adventure Based Learning  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Elective  63249   National Diploma: Agricultural Extension  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Assessment and Entrepreneurship Centre 
    2. Balemi Consulting Pty Ltd 
    3. DELTA ENVIRONMENTAL CENTRE NPC 
    4. Giamanje TVET College 
    5. IQ Skills Academy (PTY) LTD. 
    6. Jobafrik Consulting 
    7. Josmap Training Institute 
    8. Lewerb Holdings (PTY) Ltd 
    9. Makhuba Development Projects CC 
    10. Mamuhle Academy 
    11. Mananthatshema Skills Dev. Centre 
    12. Maxlen Holdings 
    13. Mementos Training Pty Ltd 
    14. NTI College 
    15. Petra Institute of Development 
    16. PFIM Trading (Pty) Ltd 
    17. Progressive School of Business and Engineering (Pty) 
    18. Reflections Development Institute 
    19. Retshetse Training Project 
    20. Sebenzisanane Human Capital 
    21. South West Gauteng Tvet College 
    22. Southern African Institute of Learning (SAIL) 
    23. SPS Consulting (Pty) Ltd 
    24. Tasc Business Consulting and Training 
    25. Thando Consulting Services 
    26. THE GMC GROUP PTY LTD 
    27. Timothy Fasheun Group Enviromentors (Pty) Ltd 
    28. Transafric Consulting Pty Ltd 
    29. Triplo 4 Sustainable Solutions (PTY) LTD 
    30. Ulwazi Training & Development 
    31. University of Johannesburg 
    32. Ursivox Interactive Systems 
    33. Vhutshilo Health And Training Organisation 
    34. Wildlife and Enviroment Society of South Africa 


    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.