SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Combat Soil erosion

SAQA US ID	UNIT STANDARD TITLE
8331	Combat Soil erosion
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 2	NQF Level 02	2
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2004-12-02	2007-12-02	SAQA 1657/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-12-02		2011-12-02

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
252457	Combat soil erosion	Level 2	NQF Level 02	8

PURPOSE OF THE UNIT STANDARD

The qualifying learner assessed as competent against this unit standard will be able to understand what erosion is and why it is necessary to take preventative measures; assist in erosion control by identifying and reporting sites of erosion; implement erosion control measures; reflect on measures taken and learn from their actions. This competence will contribute to reducing topsoil loss and thereby enhancing the sustainability of the environment. This competence will also equip the qualifying learner with an enhanced skills base thereby improving the qualifying learner`s motivation, employability in both nature conservation and other related jobs, and contribute to developing a land ethic.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Map reading.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify erosion sites.

OUTCOME RANGE

Missing topsoil denuded areas of vegetation, gullies, evidence of excessive runoff.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Identify the causes of erosion.

OUTCOME RANGE

Environmentally inappropriate use of resources, overgrazing, runoff, roads, paths and tracks, trampling.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Control erosion through taking appropriate remedial action in the long and short term.

OUTCOME RANGE

Gabion baskets, branches, water bars and barriers, active seeding, capping, contouring, erosion reclamation planting, exclusion, indigenous or traditional methods of soil conservation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Maintain management systems.

OUTCOME RANGE

By reporting on location, possible causes, extent and remedial action taken.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Evaluate actions taken and identify possible areas for self-improvement.

OUTCOME RANGE

Understanding of role requirements including value of self-assessment; different approaches and techniques to self-assessment, how to integrate lessons learnt into future practice, and a knowledge of long-term and immediate erosion control.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

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

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

Features of erosion

Causes of erosion

Techniques for controlling erosion

Environmentally appropriate, safe use and maintenance of equipment to be used in soil control e.g. pliers, spades, hoes, wheelbarrows, saws, tractors and trailers.

Context specific reporting requirements.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes:

Control erosion through taking appropriate remedial action in the long and short term.
Evaluate actions taken and identify possible areas for self-improvement.

UNIT STANDARD CCFO WORKING

Teamwork relates to the following specific outcomes:

Maintain management systems.
Evaluate actions taken and identify possible areas for self-improvement.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to the following specific outcomes:

Maintain management systems.
Evaluate actions taken and identify possible areas for self-improvement.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following specific outcomes:

Control erosion through taking appropriate remedial action in the long and short term.
Maintain management systems.
Evaluate actions taken and identify possible areas for self-improvement.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the following specific outcome:

Control erosion through taking appropriate remedial action in the long and short term.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 252457, which is "Combat Soil erosion", Level 2, 8 credits.

1. Values:

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 utilisation 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.

2. Supplementary information:

A basic description of erosion and its causes is given which matches visual site features.

Techniques which are appropriate to the site and causes are demonstrated.

An accurate report that contains the required information is made to the relevant person.

Obstacles to efficient and effective performance are identified.

Lessons are built into plans for future action.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20415	National Certificate: Conservation Resource Guardianship	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-02-06	Was CATHSSETA until Last Date for Achievement
Elective	22971	General Education and Training Certificate: Conservation	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2012-06-30	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.

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