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: 

Facilitate conservation understanding 
SAQA US ID UNIT STANDARD TITLE
253967  Facilitate conservation understanding 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  4 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
8385  Facilitate conservation understanding  Level 5  Level TBA: Pre-2009 was L5  4   

PURPOSE OF THE UNIT STANDARD 
This unit standard is aimed at individuals involved in the planning, implementation and supporting of environmental education interventions or programmes. The competencies gained against this unit standard will contribute to the development of an understanding of the functioning of the environment, the impact of humans on the environment, and what humans can do to improve the natural environment, in particular as it relates to the involvement of visitors and communities in conservation areas.

Learners gaining competence against this unit standard will be able to:
  • Design, implement and evaluate a specific environmental education programme for children.
  • Design and implement an adult environmental education programme.
  • Design and implement an environmental education programme for visitors to a conservation area. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in:
  • Communication Literacy at NQF Level 4.
  • Mathematical Literacy at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Design, implement and evaluate a specific environmental education programme for children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An outline is provided of the principles, objectives and methods used in current national curriculum design, with a view to designing an environmental education programme that is consistent with it. 
    ASSESSMENT CRITERION RANGE 
    Factors for consideration should include the age group, level of education and understanding, worksheets, training support such as media, displays etc.
     

    ASSESSMENT CRITERION 2 
    An environmental education programme is designed that shows conformance to and articulation with the requirements of current national curriculum design. 

    ASSESSMENT CRITERION 3 
    Communication with the relevant schoolteacher is conducted in order to assess and consider the needs and expectations of his or her classes visiting the conservation centre teaching facilities, and a record is kept. 
    ASSESSMENT CRITERION RANGE 
    Record keeping include evidence of teacher interaction. School bookings and diary entries as well as a record of the demographic profile of the learner group.
     

    ASSESSMENT CRITERION 4 
    Adherence to the teaching-and-learning methods supported by current national curriculum design is reflected in the implementation of the environmental education programme. 
    ASSESSMENT CRITERION RANGE 
    A high level of learner interest and enthusiasm is maintained by their participating in stimulating and relevant activities through the use of questions, learner drawings during excursions etc.
     

    ASSESSMENT CRITERION 5 
    Programme outline and method of evaluation are provided. 
    ASSESSMENT CRITERION RANGE 
    Programme records, implementation plans, evaluation forms, worksheets.
     

    ASSESSMENT CRITERION 6 
    Feedback is provided to the participating school after the visit as it applies to programme evaluation methods employed. 

    SPECIFIC OUTCOME 2 
    Design and implement an adult environmental education programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An environmental education programme is designed that is appropriate for an adult audience. 
    ASSESSMENT CRITERION RANGE 
    Factors for consideration should include the age group, level of education and understanding, main attractions/issues in the area of operation.
     

    ASSESSMENT CRITERION 2 
    Implementation of the environmental education programme reflects adherence to basic ABET principles. 

    ASSESSMENT CRITERION 3 
    Feedback is elicited from adult participants in the environmental education programme, to determine the level of client satisfaction (whether they considered the programme to be satisfying, interesting and worthwhile) and to identify areas for improvement. 

    ASSESSMENT CRITERION 4 
    Appropriate steps are taken to improve the environmental education programme using the feedback received. 
    ASSESSMENT CRITERION RANGE 
    Improvement should incorporate new approaches, programme topics presentation techniques.
     

    SPECIFIC OUTCOME 3 
    Design and implement an environmental education programme for visitors to a conservation area. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A generally standardised, comprehensive account is designed to analyse and explain the ecological significance of the conservation (protected) area. 
    ASSESSMENT CRITERION RANGE 
    Knowledge of the literature and of research on the protected area in question.
     

    ASSESSMENT CRITERION 2 
    A detailed profile of any expected target audience is accessed and prepared with due consideration to relevant cultural, gender, geographical and language preferences. 
    ASSESSMENT CRITERION RANGE 
    "Target audience" refers to the general public and visitors to the protected area in question and records include general feedback and requests as it pertains to points of interest and references.
     

    ASSESSMENT CRITERION 3 
    The presentation is adapted to accord with the profile and interests of the adult target audience and appropriate materials are selected or prepared to support the presentation of the environmental education programme. 
    ASSESSMENT CRITERION RANGE 
    Adaptation could include Lists of available material/specimens, posters, exhibitions, reference booklets/info sheets etc.
     

    ASSESSMENT CRITERION 4 
    The presentation is delivered interactively, with due regard to the characteristics and profile of the specific group. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone assessing an individual against this unit standard must meet the assessor requirements of the relevant ETQA. In particular, such assessors must demonstrate that they assess in terms of the scope and context defined in all the range statements.
  • Any institution offering learning towards this unit standard must be accredited as a provider with the relevant ETQA.
  • External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Current national curriculum design (refer Curriculum 2005).
  • Use of environmental education materials appropriate to the target audience.
  • Education theory as it relates to the teaching of children and adults (the key differences only).
  • How to write an interesting and informative brochure/designing posters, prepare exhibitions.
  • Design and maintenance of a self-guided trail (walking and/or auto).
  • Conducting an interesting walk safely, with accurate and stimulating interpretations.
  • Dealing with dangerous animals and situations.
  • Customer care that is suited to needs.
  • Environmental education theory.
  • Evaluation and self-assessment techniques.
  • Various approaches on community empowerment and capacity building.
  • Basic cultures and customs of people in South Africa.
  • Knowledge of conservation principles.
  • Ability to communicate in the appropriate language.
  • Cultural and racial empathy.
  • Knowledge of local environmental issues.
  • Ecosystems. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation:
  • Self-organisation is supported in the effective planning and liaison with target audiences in the facilitation of Conservation understanding interventions. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication:
  • The use of effective verbal and written communication as well as presentation skills is supported in the planning and implementation of information sessions and presentations to a wide range of audiences. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of Science and Technology:
  • The use of science and technology is supported in the use of applicable presentation equipment in the facilitation of Conservation Understanding interventions and presentations for three types of audiences. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 8385, "Facilitate conservation understanding", Level 5, 4 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilization of species and ecosystems, thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    This unit standard is a building block in the development of nature conservationists with a holistic view of the field It is required that excursions is conducted with close attention to the safety and well-being of participants. Exceptional care should be taken and demonstrated in the presence of dangerous animals.

    It is furthermore recommended that learners participating in excursions with groups of children should be familiar with First Aid.

    Where this standard refers to consideration of school curriculum, the intention is that the learning programme designed and provided should take cognisance of the scholastic level of the target audience. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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.
     
    NONE 


    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.