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:

Control problem Animals

SAQA US ID	UNIT STANDARD TITLE
8347	Control problem Animals
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	4
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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

A qualifying learner assessed as competent against this unit standard will be able to ethically control and process the carcasses of problem animals. This unit standard will also provide the competence necessary for the learner to assist during employer - community interactions with regard to incidents involving problem animals. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Fence maintenance. First Aid. Environmental Education Principles.

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 any given non-dangerous animal

OUTCOME RANGE

by using knowledge of tracks, behavior and visual signs be able to identify local problem animals.

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 (eg: 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

Assist in control measures that may be necessary involving non-dangerous species

OUTCOME RANGE

be involved in control operations through the knowledge and application of numerous trapping and baiting techniques as well as the maintenance of boundary fences. dogs along the coast are a problem with regards seals and birds (ground nesting birds)

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 (eg: 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 3

Carry out skinning procedures which may be necessary.

OUTCOME NOTES

Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses.

OUTCOME RANGE

carry out various skinning techniques according to the species and skin use including caping and use for trophies/curio market,

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 (eg: 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 4

Assist in employer - community interactions in addressing problem animal incidents.

OUTCOME NOTES

Assist in employer - community ineractions in addressing problem animal incidents adjacents to protected areas.

OUTCOME RANGE

gather information from local communities relating to problem animals and assist in addressing these problems through the dissemination of information and through the demonstration to address problems in the community caused by problem animals.

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 (eg: 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.

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 'Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas', 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: Animal identification. Animal Behavior / physiological stresses. Species-specific relationships (e.g. jackals-pairs-hunt-both and offspring/monkeys-whole troop). Appropriate legislation. Cage trap construction / maintenance / types. Poisons and antidotes. Data collection techniques.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes: Identify any given non-dangerous animal Assist in control measures that may be necessary involving non-dangerous species Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO WORKING

Teamwork relates to the following specific outcomes: Identify any given non-dangerous animal Assist in control measures that may be necessary involving non-dangerous species Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses. Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to the following specific outcomes: Identify any given non-dangerous animal Assist in control measures that may be necessary involving non-dangerous species Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following specific outcomes: Identify any given non-dangerous animal Assist in control measures that may be necessary involving non-dangerous species Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes: Identify any given non-dangerous animal Assist in control measures that may be necessary involving non-dangerous species Carry out skinning procedures which may be necessary as a result of the control of non-dangerous animals as well as assist in the disposal of carcasses Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the following specific outcomes: Assist in control measures that may be necessary involving non-dangerous species Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD CCFO DEMONSTRATING

Inter-realtedness of systems relates to the following specific outcomes: Assist in employer - community interactions in addressing problem animal incidents adjacent to protected areas.

UNIT STANDARD NOTES

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. Supplementary information: Non-dangerous animals - their behavior and associations are all identified and understood. Extent of damage is assessed and valued. Applicable methods with appropriate problem animals are matched together / selected. All available methods are demonstrated. Carcass / trophy dressed / skinned / treated. Live animals translocated under minimal stress (chemicals). Hygienic food preparation. Potential disease testing / post mortems / sampling. Collect incident / data information. Causes of problem addressed / repaired. Incident data recorded, reported and verified. Weights, nutrition, S+A, scientific data etc. collected and stored.

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	48976	National Certificate: Animal Production	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	48977	National Certificate: Mixed Farming Systems	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	49048	National Certificate: Animal Production	Level 3	NQF Level 03	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.	Balemi Consulting Pty Ltd
2.	Boikgantsho Consulting & Events
3.	Bumunhu Services Providers Cc
4.	Cedara College of Agriculture
5.	Dihwai Food Cultural and Agricultural Services
6.	ELSENBURG AGRICULTURAL COLLEGE
7.	Escay Catering and other Services
8.	Fantique Trade 664 Cc
9.	Ghoenas Kraal Opleiding Sentrum
10.	Heedmorine Training
11.	Impact Plus Training Consultants
12.	Kimbali Holdings
13.	Madzivhandila Agricultural College
14.	Maishamalema Development Training
15.	Mananthatshema Skills Dev. Centre
16.	Mathapuso Construction and Projects
17.	Matotomana Training & General Trading
18.	Mobile Agri Skills Development and Training NPC
19.	Mogaladi Business Enterprise
20.	Morwa Agri-development cc
21.	Mpontshe Training
22.	Mvelo Consultant
23.	National Woolgrowers Of South Africa
24.	New Heights 1082 Pty Ltd
25.	Nophelo Training Centre
26.	Novi General Services
27.	Phill Skills and Development Institute
28.	Sekhukhune FET College - Central Office
29.	Selipha Trading (Pty) Ltd
30.	Setlakala Business Development
31.	Siyafundisa I Africa
32.	Siyasanga Training Centre
33.	Suidwes Beleggings Eiendoms Beperk
34.	Taletso FET College - Central Office
35.	Thuto Boshwa Skills Development Services
36.	TPN Training and Recruitment cc
37.	Tripple R Training Provider
38.	University of Limpopo
39.	Vari Holdings (Pty)Ltd
40.	Westco Agri Training

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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.