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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Sustainability Learning 
SAQA QUAL ID QUALIFICATION TITLE
119503  Postgraduate Diploma in Sustainability Learning 
ORIGINATOR
Rhodes University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 07 - Human and Social Studies  Environmental Relations 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Postgraduate Diploma in Sustainability Learning supports early and mid-career professionals to understand, critique, plan and implement socially engaged learning processes that are needed for society to transition to social-ecological sustainability.

The qualification is developed in the context of social-ecological degradation and intensifying risks to human health and the sustainability of communities in both rural and urban settings. Research into human capacity development in the environmental sector (broadly construed) highlights the limitations of existing qualifications and learning pathways to prepare professionals adequately for the complex social processes that are so necessary for transitioning towards sustainability such as stakeholder engagement, community learning and youth development. The qualification thus seeks to strengthen South Africa's increasing commitment to social-ecological sustainability, in particular its transition to a green economy, by complementing graduates' technical and academic/scientific skills and helping them to navigate the complexity of intersecting social, cultural, economic, ecological, political, and technological dimensions of their work.

Upon completion of this qualification, qualifying learners will be able to:
  • Engage critically with a range of perspectives on sustainability, sustainable development, and sustainability learning.
  • Compare, contrast, and apply diverse approaches to systems thinking.
  • Make connections between the political history of knowledge production and contemporary challenges and use a wide range of specialized skills in sustainability learning.
  • Reflect critically on and apply social learning praxis to social-ecological sustainability.
  • Understand and apply interdisciplinary social science research methods and implement a strategy for process management of information.
  • Plan, implement and report on a sustainability learning action research change project.
  • Reflexively apply context-appropriate evaluation methods and processes.

    Rationale:
    There is a pressing need for highly skilled professionals who can play leadership roles in times of rapid global change to address deep-seated sustainability and social justice concerns. The Global Risks Report for 2020, published by the World Economic Forum (WEF), identifies for the first time in its history that all the top long-term risks by likelihood are environmental (WEF, 2020). In previous reports, economic and financial crises were near the top, but 2020's report has found that risk perceptions have shifted to extreme weather, environmental disasters, biodiversity loss, natural catastrophes, and failure to mitigate climate change. In addition to the identification of these key sustainability risks or challenges, the report highlights the need to address questions of social cohesion and multi-stakeholder collaboration in societal responses to these issues, all of which have been further highlighted by the current COVID-19 pandemic. This highlights the need for society to be able to work together to navigate unpredictable and unexpected changes and to do this in a learning-oriented and transformative way. Furthermore, South Africa has committed to achieving the United Nations' Sustainable Development Goals (SGDs), but to do so requires professionals who can facilitate sustainability-oriented learning and social change processes.

    The nature of these challenges points to the significance of interdisciplinary and transdisciplinary approaches to education, most especially in the post-schooling sector. Professionals must be able to navigate the complexity of intersecting social, cultural, economic ecological, political, and technological dimensions of a world at risk. The interdisciplinary qualification places social learning processes at the centre of responding to these challenges. In line with global developments, South Africa has recognised the urgent need to transition to a green economy. The National Development Plan (NDP) (2010-2030) identifies among its critical actions: "Interventions to ensure environmental sustainability and resilience to future shocks". As an enabling milestone, it includes: "Broaden social cohesion and unity while redressing the inequities of the past". The plan also commits the country to: "Improving education, training and innovation" and to: "Increase enrolment at universities". The qualification will offer knowledge and skills development opportunities to respond to these sustainability and education objectives outlined in the NDP. Moreover, by targeting working professionals to return to university for part-time study in a unique, tailor-made programme, it could contribute to increasing university enrolment rates, also an objective of the NDP.

    Many professionals in the environment and development sector such as Agricultural and Conservation Extension Officers, Environmental Impact Assessment Practitioners, Sustainable Development Officers, Community Liaison Officers, Community Development Workers, Environmental Education Officers, and Social Responsibility Managers are mandated to plan and provide learning programmes but they are not and do not seek to be qualified as schoolteachers or university lecturers. Although they need appropriate study pathways to strengthen the educational dimension of their work, currently there is no coherent study pathway for such graduates and practitioners.

    The following occupations listed in the National Scarce Skills List: Top 100 Occupations in Demand (2014) would benefit from this qualification as part of continuing professional development: Programme or Project Manager, Environmental Engineers, Agricultural Scientist, Research and Development Manager, Environmental Manager, and Urban and Regional Planner. While these occupations often focus on strong technical competencies, a report by Rosenberg et al. (2016) in which the competencies needed to transition to a green economy were assessed, highlighted the need for greater focus on relational and transformational competencies. This qualification seeks to offer specialised capacity development on exactly these aspects, complementing graduates' technical and academic/scientific skills. The importance of these complementary competencies often referred to as 'soft skills', is also gaining recognition in the international literature on teaching sustainability in higher education (Holden Cockburn J, Rosenberg E, Shackleton S, 2019, Wiek A, Ness B, Schweizer-Ries P, Brand FS, Farioli F, 2011).

    In conducting the feasibility research for this qualification across a range of relevant sectors in South Africa, it has become apparent that there is indeed a need for this set of interdisciplinary, change-oriented competencies. The feasibility study was based on a review of recent research in the field of social-ecological sustainability and environmental education in South Africa (Holden et al., 2019; Rosenberg et al., 2016; SANBI, 2010; Wright, 2018), and an online survey of thirty-one respondents completed the survey. Respondents included 17 academics and 14 professionals from the national environmental sector. 26 of 31 respondents indicated that they believed the qualification to be useful, viable, and there is a demand/need for this qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Environmental Sciences, NQF Level 7.
    Or
  • Bachelor of Science in Environmental Science, NQF Level 7.
    Or
  • Bachelor of Social Science in Environmental Studies, NQF Level 7.
    Or
  • Advanced Diploma in Sustainable Agriculture in Rural Development, NQF Level 7.
    Or
  • Advanced Diploma in Sustainable Development, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8,100 Credits:
  • Sustainability concepts and critique, 10 Credits
  • Systems Thinking: history, context, and future, 10 Credits.
  • Interdisciplinarity, Knowledge and Power, 10 Credits.
  • Participation, Solidarity and Sustainability Ethics,10 Credits.
  • Introduction to Social Learning Processes, 10 Credits.
  • Introduction to interdisciplinary social science research, 10 Credits.
  • Action research change project, 30 Credits.
  • Evaluation as learning, 10 Credits.

    Elective Modules A, 10 Credits (select ONE module from the following options):
  • Creative practice as sustainability learning, 10 Credits.
  • Supporting citizen science for sustainability, 10 Credits.
    AND
    Elective Modules B, 10 Credits (select ONE module from the following options):
  • Social media and public engagement, 10 Credits.
  • Building and sustaining multi-stakeholder engagement and learning networks, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage critically with a range of perspectives on sustainability, sustainable development, and sustainability learning.
    2. Demonstrate a detailed understanding of at least three different approaches to systems thinking such as activity systems, social-ecological systems, micro-, meso- and macro-systems.
    3. Make connections between the political history of knowledge production and contemporary challenges and use a wide range of specialized skills in sustainability learning
    4. Reflect critically on, and apply, social learning praxis to social-ecological sustainability.
    5. Demonstrate a comprehensive understanding of interdisciplinary social science research methods and implement a strategy for process management of information.
    6. Demonstrate the ability to critically review information gathering, synthesis of data, evaluation, and management processes in specialised contexts to develop creative responses to problems and issues.
    7. Demonstrate command of and the ability to design, select and apply appropriate and creative methods, techniques, processes, or technologies to complex practical and theoretical problems.
    8. Develop reflexivity through relational and critical thinking in own sustainability learning context and operate independently and take full responsibility where appropriate. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply concepts, case examples and debates about sustainability to own context.
  • Articulate own position in relation to definitions and debates about sustainability and sustainability learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Compare, contrast, and apply diverse approaches to systems thinking.
  • Work in a group to present an argument for the strengths and limitations of these approaches.
  • Apply at least one view of systems thinking to an aspect of own context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Participate critically in activities that explore how the history of knowledge and the disciplines influence current approaches to education, training, environmental management, and social change.
  • Promote awareness of post-colonial approaches to knowledge and knowledge production.
  • Identify and describe how issues of power as made evident, for example, through patriarchy or colonialism manifest in own context.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply an understanding of different definitions and applications of social learning.
  • Reflect critically on case studies and scenarios of participation and solidarity in social learning processes.
  • Conduct a guided reflection on the ethical dimensions of a social learning process.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Conduct class-based research and work in a group with an activity to apply and reflect critically on common social science research methods such as interviewing and observation.
  • Illustrate accountability in small group settings and be able to show an introductory understanding of methodological challenges and opportunities in interdisciplinary research.
  • Write a short proposal for a sustainability educational research project. Proposal to include rationale, methods, practical plan, and research ethics.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Plan, implement and report on a sustainability learning action research change project.
  • Apply for research ethics clearance from the Research Ethics Committee.
  • Develop research instruments such as questionnaires, observation schedules and interview schedules suitable for a small-scale contextual profile.
  • Conduct a plan contextual profiling exercise and submit a short report.
  • Conduct a collaborative social learning intervention relevant to own context and report back verbally for peer review.
  • Deliver a 15 - 20-minute presentation that reports on the action research change project.
  • Submit a 5 000 - 8 000-word research report.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Design an evaluation for own action research change project; submit evaluation plan for assessment.
  • Reflexively apply context-appropriate evaluation methods and processes.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Work in a small group to compare institutional orientations to people-nature relations across group members' work contexts.
  • Analyse and work in a small group and case study of sustainability learning through the lens of power and justice.
  • Write a scaffolded reflective essay under exam conditions, focusing on own context and practices in relation to concepts, debates and models presented in the course. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has been compared with the similar qualifications offered by the following countries.

    Country: Australia.
    Qualification: Graduate Certificate in Social Change and Development.
    Institution: University of Newcastle
    Duration: 0.5 years full-time or part-time equivalent up to three years maximum.
    Mode of delivery: Face to Face, Online

    Exit Level Outcomes:
    On completion of University of Newcastle (UN) qualifications, graduates will be able to:
  • Apply knowledge and skills in writing about competing development paradigms and their associated problems and issues.
  • Apply highly skilled critical thinking and reasoning to demonstrate an understanding of recent development projects oriented towards social change.
  • Solve a range of social change and development problems using an evidence-based approach by investigating, analysing, and synthesising complex information and available resources.
  • Interpret, justify, and communicate development and social change projects, and apply critical thinking and reasoning to social change and development issues.

    Qualification structure:
    The UN and SA qualifications consist of the following compulsory modules.
  • Project Design and Evaluation, 10 Credits.
  • Development and Social Change, 20 Credits.
  • Social Science Research Methods, 10 Credits.

    Assessment:
  • Learning Activity: Weekly contributions to online forum or in-class discussion.
  • Report: Report 1: Understanding project design.
  • Report: Report 2: Design OR Evaluation of a project.
  • On Learning Activity: Weekly contributions to the discourse.
  • Written Assignment: Essay.
  • Case Study or Problem Based Learning: Case Study.
  • Learning Activity: Weekly contributions to, and participation in, online forum; and two days intensive
  • Tutorial or Laboratory Exercises: Exploring and analysing interview data.
  • Project: Applying qualitative research methods to specific population groups.
  • Proposal or Plan: Designing a mixed methods research project.
  • Presentation: Oral presentation.

    Similarities:
  • Both UN and the SA qualifications have similar entry requirements which is a Bachelor 's Degree and/or Advanced Diploma.

    Differences:
  • The UN qualification requires applicants who hold a Bachelor Honours Degree whereas the SA qualification requires applicants who hold an undergraduate degree and not Honours.
  • The UN qualification is offered over six months full time whereas the SA qualification takes one-year of full-time study.
  • The UN qualification carries a weighting of 40 credits while the SA qualification has 120 credits.

    Country: New Zealand
    Institution: Ara Institute of Canterbury Ltd
    Qualification Title: Postgraduate Diploma in Sustainable Practice
    NQF Level: New Zealand Qualifications Framework (NZQF) Level 8
    Credits: 120
    Duration: Three years Part-time

    Purpose/Rationale:
    The qualification embraces principles of the Te Tiriti o Waitangi to facilitate collaboration and innovation and applies an interdisciplinary framework to address complex sustainability problems.

    Graduates will be able to engage in rigorous intellectual analysis, criticism and problem-solving, utilise research, and advocate for, and contribute to, more sustainable practices in a range of contexts. The qualification is aimed at people looking for more in-depth, longer-duration professional development and advanced study to enable them to become agents for change related to sustainable practice. The qualification facilitates collaboration and innovation and applies an interdisciplinary framework to address complex sustainability problems.

    Upon completion of the Ara Institute of Canterbury Ltd (AIC) qualification, qualifying learners will be able to:
  • Engage in rigorous intellectual analysis, criticism, and problem-solving.
  • Utilise research.
  • Advocate for, and contribute to, more sustainable practices in a range of contexts.
  • Apply an interdisciplinary integrated framework within a multidisciplinary group to identify, plan and implement a local social/environmental transformative project.
  • Demonstrate high-level communication, facilitation, and organisation strategies in a multidisciplinary group.
  • Critically evaluate the outcomes of the multidisciplinary project.

    Employment opportunities are continually evolving to respond to new, emerging, and existing sustainability problems and solutions. Many current jobs require capability in sustainable practice. These include jobs in product design and production systems, hospitality and tourism, engineering and architecture, education, non-government organisations, primary industries, and business.

    Qualification structure:
    The AIC qualification consists of the following compulsory modules.

    Compulsory Modules, Level 8, 120 Credits:
  • Confronting Sustainability, 15 Credits.
  • Change Agency and Sustainable Practice, 15 Credits.
  • Discipline Specific Special Topic, 30 Credits.
  • Policy and Sustainable Practice, 15 Credits.
  • Research and Inquiry, 15 Credits.
  • Multidisciplinary Sustainable Practice, 30 Credits.

    Articulation:
    Upon completion of both qualifications, learners may further their studies with the Master of Sustainable Practice, NQF Level 9.

    Similarities:
  • Both the Ara Institute of Canterbury Ltd (AIC) and the South African qualifications are registered at NQF/NZQF Level 8 and carry a weighting of 120 credits.
  • Both the AIC and SA qualifications require applicants who hold a bachelor's degree in the related field of study.
  • The purpose of AIC and SA qualifications is to enable learners to develop and apply advanced understandings of theories, driving forces, and worldviews, related to sustainable practice within the context of their discipline-specific knowledge.
  • Both qualifications are designed for individuals who are seeking an in-depth professional development opportunity that will enable them to become an agent for change in sustainable practice.
  • Both qualifications articulate to Master's degree in the cognate field.

    Differences:
    The AIC qualification is offered for up to three years of part-time study whereas the SA qualification is offered over a period of one year's full-time study.

    Country: United Kingdom
    Institution: SOAS University of London
    Qualification Title: Postgraduate Diploma in Sustainable Development
    Duration: Two years distance learning
    Credits: 120

    Entry Requirements:
  • A good first degree in an appropriate subject area, as accepted by the University of London, and a high level of English language ability in reading and writing and in study skills.

    Purpose:
    The aims of the qualifications are to:
  • Provide learners with the skills necessary to analyse and interpret current issues and debates related to sustainable development
  • Enhance knowledge and understanding for decision- and policy making on sustainable development issues
  • Enhance learners' critical, analytical, and integrative skills for responding to sustainable development challenges
  • Provide research training and experience in relation to sustainable development.

    Rationale:
    The global community faces problems of poverty and profound environmental change that are interconnected in complex and dynamic ways. As the Sustainable Development Goals acknowledge, in an increasingly integrated world, any development agenda must be a global one with shared responsibilities for all countries. However, the idea of sustainable development, which underpins the post-2015 development agenda, is also a controversial concept that requires critical examination.

    The rationale for this innovative qualification lies in the global environmental and development challenges that have been articulated in the Sustainable Development Goals. Solutions to the challenge of sustainable development require holistic, integrated, and coordinated actions across a very wide range of sectors, and will increasingly require a multidisciplinary approach. This programme aims to provide learners with a broad grounding in the main concepts associated with sustainable development, but also provides the opportunity to specialise in one area in greater depth. This online qualification provides a theoretical basis for understanding the evolution, meanings, and use of the concept of sustainable development and it will help learners to gain practical research experience. Learners will also acquire the skills needed to understand current environmental, development and sustainability issues and debates.

    Qualification structure:
    The qualification consists of four modules, comprising one core, 30 credits, at three elective modules, 30 credits each, thereby gaining 120 credits in total

    Compulsory Modules, 30 Credits:
  • Understanding Sustainable Development, 30 Credits

    Elective Modules, 90 Credits (Select three modules from the following options):
  • Climate Change Adaptation, 30 Credits.
  • Energy and Development, 30 Credits.
  • Food Security and Social Protection, 30 Credits.
  • Global Environmental Change and Sustainability, 30 Credits.
  • Low Carbon Development, 30 Credits.
  • Understanding Poverty, 30 Credits.
  • Urban Sustainability, 30 Credits.
  • Water and Land Management for Sustainable Development, 30 Credits

    Teaching and Learning:
    The qualification is taught 100% online through Virtual Learning Environment (VLE).

    Assessment:
    The qualification is assessment by means of the formative and summative assessments.
    Each module will be assessed via the following six electronic activities:
  • Online participation (10%)
  • Library information retrieval (not assessed)
  • Literature critique (5%)
  • Examined assignment proposal (20%)
  • Analytical exercise (5%)
  • Examined assignment (60%)

    Articulation:
    Master of Science in Sustainable Development.

    Similarities:
  • Both the SOAS University of London (UL) and the South African (SA) qualifications carry 120 credits.
  • The UL and SA qualifications require the applicants who hold the first degree in the cognate field.
    Both the UL and the SA qualifications are assessed by means of formative and summative assessments.
  • Both qualifications are assessment by means of the formative and summative assessment methods.

    Differences:
    The UL qualification is offered over two years through distance and online learning whereas the SA qualification is offered over a period of one-year full-time study and face-to-face.

    Country: Ireland
    Institution: University College Dublin
    Qualification Title: Graduate Diploma in Environmental/ Education Sustainability
    Duration: Two years Full-Time
    NQF Level: National Framework of Qualifications (NFQ) Level 9
    Credits: 60
    Mode of delivery: Online

    Entry Requirements
  • Applicants must hold a minimum of a 2.2 honours level degree in a science, engineering, or related discipline.
  • Applicants with pass degrees and who also have substantial relevant work experience may also be considered.
  • If English is not your native language, proof of your proficiency in English will be required, unless you have taken your primary degree in English, in an English-speaking country. The minimum acceptable score on the TOEFL Internet Based Test is 100, on the IELTS system it is 6.5. The original certificate of completion of an English language test must be enclosed with the application.

    Purpose/Rationale:
    Dwindling natural resources and environmental quality issues are challenging businesses to work within a sustainability framework, while at the same time maximising employment provision and profitability. Consequently, there are a growing number of green technology and related enterprises that require a skilled and knowledgeable workforce. Equally, those within the regulation or policy environment must have the knowledge base to address the complexities of the 'sustainability' challenge. The qualifications focus on the delivery of the knowledge and skills required to address sustainability challenges across a broad spectrum of activities such as agriculture, industry, green technology, and resource management.

    Exit Level Outcomes:
    Upon completion of the UCD qualification, qualifying learners will be able to:
  • Demonstrate a comprehensive knowledge and understanding of the theoretical background underpinning environmental/energy/sustainability issues.
  • Demonstrate an awareness and knowledge of the legislative and regulatory controls within their chosen field of study.
  • Locate, synthesise, and critically review scientific information from a wide range of sources and construct and defend reasoned conclusions.
  • Source, analyse, interpret, and apply scientific information, technical knowledge, and data across a range of subject areas, using informed judgement, to develop solutions to environmental problems/sustainability challenges within the workplace.
  • Communicate findings and ideas clearly and concisely.

    Successful completion of the UCD qualification will provide learners with the professional competitive advantage to choose from careers in the application of green energy technology, environmental engineering, environmental monitoring and protection, resource and waste management, consultancy, research, heritage, conservation, and education, either within regulatory bodies or in a wide range of industries, both multinational organisations and small- and medium-sized enterprises.

    Qualification structure:
    The qualification consists of both compulsory and elective modules. Learners choose from 36 modules and build up the 60 credits required at their own pace.

    Teaching and assessment:
    Lectures will be delivered through the UCD's online environment using a variety of media, including for example virtual classroom seminars, discussion boards and podcasts. Formative assessments will be used to help learners develop and critically assess their understanding of the material presented. All modules will have a high continuous assessment component. For some modules, you will be expected to attend an end of semester written examination.

    Similarities:
  • The purpose of the University College Dublin (UCD) and the South African (SA) qualification is to develop an understanding of the environmental issues and sustainability goals facing society. Learners will be challenged to apply their scientific and technical knowledge to develop solutions to local and global problems and needs.
  • Both the UCD and SA qualifications share similar exit level outcomes.
  • The UCD and SA qualifications consist of both compulsory and elective modules.
  • The assessment strategy for both qualifications is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods.
  • Both the UCD and SA qualifications articulate vertically into a master's degree in the related field.

    Differences:
  • The UCD qualification is offered over a period of two years full time study while the SA qualification takes one-year full time study.
  • The UCD qualification is offered online while the SA qualification uses the blended learning approach.
  • The UCD is registered at NFQ Level 9 and carries a weighting of 60 credits while the SA qualification is registered at NQF Level 8 and has 120 credits.
  • Applicants for UCD qualification must hold a minimum of honours level degree in a science, engineering, or related discipline whereas the SA qualification requires applicants who hold the undergraduate qualification in the cognate field.

    Conclusion:
    Best practices have been identified from leading institutions abroad, ensuring that the curriculum and content are relevant and address the needs of both industry and prospective learners. The South African qualification is comparable to the above international qualifications in terms of content, purpose, rationale and learning outcomes. This qualification is unique as it includes a component of sustainability learning and action research modules. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Sustainable Agriculture, NQF Level 8.
  • Bachelor of Institutional Agriculture Honours: Sustainable Insect Management, NQF Level 8.
  • Bachelor of Arts Honours in Environmental Management, NQF Level 8.
  • Bachelor of Science Honours in Environmental Sciences, NQF Level 8.
  • Bachelor of Education Honours in Environmental Education, NQF Level 8.

    Vertical Articulation:
  • Master of Science in Sustainable Agriculture, NQF Level 9.
  • Master of Sustainable Agriculture, NQF Level 9.
  • Master of Arts in Environmental Management, NQF Level 9.
  • Master of Education in Environmental Education, NQF Level 9.
  • Master of Philosophy in Environmental Studies, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.