SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Critically evaluate a range of environmental learning programmes in different contexts

SAQA US ID	UNIT STANDARD TITLE
13653	Critically evaluate a range of environmental learning programmes in different contexts
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 is for people working independently, in a structured environment, as environmental education practitioners. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

Candidates at this level will be required to design original environmental learning programmes at a level appropriate to their own training and experience on the NQF. A critical insight into a range of environmental learning programmes will therefore help them to make well informed decisions about their own environmental learning programmes.

A person credited with this unit standard will be able to:

Describe the key features of a range of environmental learning programmes

Critically evaluate a range of environmental learning programmes

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Diploma in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

This unit standard assumes competence in a number of level 4 and 5 EETDP unit standards, including:

Reflect on own facilitation performance as an environmental education practitioner

Identify and describe learning processes

Identify and support learners with special needs

Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts

Implement and evaluate an environmental learning programme

Review a variety of approaches to learning, teaching and evaluation

The candidate should work towards this unit standard concurrently with the following Level 5 EETDP unit standards:

Design, organise and critically evaluate an original environmental learning programme

Develop original learning support materials for an environmental learning programme

Develop learning programmes to enhance participation of learners with special needs

Investigate options for improved environmental management and sustainable living

UNIT STANDARD RANGE

An environmental learning programme is a discrete unit of learning that may include a workshop, an action project, a course or a field trip of a few hours to a few days in length. This unit standard does not deal with the analysis of curricula or whole programmes (e.g. how an environmental education centre is managed); these competencies are dealt with at higher levels on the NQF.

This unit standard requires exposure to a wide variety of environmental learning programmes from a number of different contexts, focusing on different environmental topics and issues. At least five different environmental learning programmes should be considered. Contexts may include, among others, an environmental action project in a school, a teacher in-service development programme, an environmental health and safety project in an industrial context, or an environmental education centre serving a natural or cultural heritage site. Programmes for a range of age groups, from children to adults, should be reviewed.

In order to ensure this wide coverage, it will be necessary to consider case studies as well as observation of actual environmental learning programmes.

This unit standard may be completed over a fairly long period, allowing for observation of and exposure to a wide range of environmental learning programmes. In-depth analysis of the learning programmes requires knowledge of educational methods and theories which candidates may not have in the early stages of a course or programme. The criteria for evaluation may therefore change from relatively subjective personal responses in the early stages to more informed evaluations in the light of developing knowledge of relevant theories and frameworks.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe the key features of a range of environmental learning programmes

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner compiles a list of key features of environmental learning programmes to facilitate thorough observation, data gathering and evaluation.

ASSESSMENT CRITERION RANGE

Outcomes, goals, methods and approaches, contextual information.

ASSESSMENT CRITERION 2

2. The learner collects information on at least five environmental learning programmes representing a range of contexts, drawing on own observations or case records.

ASSESSMENT CRITERION RANGE

Include learning programme outlines, aims, intended outcomes, activities, resource materials, evaluations, learners' work.

ASSESSMENT CRITERION 3

3. The learner identifies and records key features of the environmental learning programmes observed or studied.

SPECIFIC OUTCOME 2

Critically evaluate a range of environmental learning programmes

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner evaluates each environmental learning programme in relation to a range of criteria, noting strengths and weaknesses.

ASSESSMENT CRITERION RANGE

Appropriateness of methods to context; Aspects of education theory; Principles and practice of environmental education and outcomes based education.

ASSESSMENT CRITERION 2

2. The learner reports on the findings, suggesting general features of effective environmental learning programmes.

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.

Principles and practice of outcomes-based education

Principles, methods and approaches of environmental education and active learning

Principles of sound education practice

Assessment and evaluation tools and methods

Critical Cross-field Outcomes (CCFO):

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 COMMUNICATING

Communicate effectively using visual, symbolic and/or language skills in various modes.

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

Reflect on and explore a variety of strategies to learn more effectively.

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

Explore education and career opportunities.

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	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

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.	DELTA ENVIRONMENTAL CENTRE NPC
2.	Wildlife and Enviroment Society of South Africa