SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Nature Conservation

SAQA QUAL ID	QUALIFICATION TITLE
112485	Diploma in Nature Conservation
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	Field 01 - Agriculture and Nature Conservation		Nature Conservation
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 06	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-10-14	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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 qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
100986	Diploma in Nature Conservation	Not Applicable	NQF Level 06	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the qualification is to empower learners with nature conservation skills. The skills on detailed knowledge of conservation facets such as principles of conservation management that seek to assess the drivers and status of flora and fauna and their management. Monitoring of both flora and fauna to achieve conservation of biodiversity in both in-situ and ex-situ conservation practices forms part of the curriculum. The qualification will produce qualifying learners with the requisite vocational knowledge and skills in nature conservation and conservation management and the ability to apply these throughout the South African conservation estate in aiding the transformation of the socio-economic landscape. The aligned qualification, in articulation with the specific field of Nature Conservation as contained in the CESM in Ecology, Evolution, Systematics and Population Biology. The qualification is informed by several ELOs that serve to provide learners with knowledge and skills in the current theory, practice, and methodology within the field of nature conservation with South African contexts.

The qualifying learner trained as a Nature Conservator working under the guidance of a mentor, manager, or supervisor, with the necessary knowledge and skills to manage protected areas and biodiversity, protect endangered species from illegal exploitation, and manage or control human-wildlife interactions. The learners will include a deeper understanding and application of the concepts such as grazing theories, e.g., stocking rates, carrying capacities, predator-prey interactions, culling, introduction, and removal of surplus game. The learner must be able to apply all the above theories using existing tools such as veld condition and game condition assessments, and genetic diversity from individuals, populations, and communities.

At the end of this qualification, the learner will be able to amongst others guide at a reserve, conduct ecological monitoring, manage a reserve in terms of game counts, veld management and water provision and implement environmental law enforcement. Also, the qualifying learner would be able to fulfil technical aspects (viz. learn first aid procedures, maintain equipment and vehicles, erosion structures, and fire breaks). Furthermore, learners would be able to participate in relevant symposia, acquire a code ten driver's license, and conduct administrative duties.

Rationale:
The primary reason for developing this qualification was to meet the needs of the South African community, as identified by Chapter two (Bill of Rights) Section 24 of the Constitution of South Africa, Act 108 of 1996.

Also, to ensure that it is comparable with the international standards. Section 24 of the Constitution of South Africa, states that everyone has the right to an environment that is not harmful to their health or wellbeing. Also, everyone has a right to have the environment protected for the benefit of present and future generations. This qualification aims to assist with the achievement of these goals through reasonable legislative and other measures that prevent pollution and ecological degradations. To promote conservation and secure ecologically sustainable development and use of natural resources while promoting justifiable economic and social development.

The qualification will supply the nature conservation industry with competent, Nature Conservators, managers, and researchers that conform to relevant statutory bodies. The qualifying learner will also be competent to identify and develop entrepreneurial opportunities and to perform management of natural resources and biodiversity. Since this is a vocational qualification, affiliation with this professional council does not lead to registration but provides guidelines for training scholars at the undergraduate level. Learners will be able to apply for professional registration with SACNASP at a postgraduate level (NQF Level 8).

Qualified learners, graduating from the institution, will function in the conservation industry to meet the objectives listed above. For a career focus qualification, the learner must be able to apply these theoretical terms into day-to-day activities in the conservation of biodiversity. Ecological principles such as matter cycling, energy as a driver of ecological cycles, diversity, and ecosystem's networks are essential in conservation management. There is scope for progression into an Advanced Diploma in Nature Conservation. Conservation management in the 21st century has to balance conservation principles and income generation opportunities. These will require an innovative curriculum that can respond to both the sustaining of natural resources and financial interests. Using the latest technology in equipping management in the 21st century is at the core of this innovative curriculum. All of these will depend on an ongoing engagement between the institution and the industry that it serves.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The non-formal prior work-integrated learning is granted through the RPL. The RPL process will be conducted according to the institution's RPL policy and may involve, among other things, the submission of portfolios with evidence of prior learning, challenge examinations, and interviews with assessment panels.

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate or an equivalent, NQF Level 4 (with English and either Biology, Physical Science, or Mathematics.

National Senior Certificate, NQF Level 4 granting access to Diploma studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 120 Credits:

Communication for Academic Purposes, 10 Credits.

Administration and Legislation I, 12 Credits.

Computer Literacy, 9 Credits.

Information Literacy, 3 Credits.

Life Skills, 2 Credits.

Animal Studies I, 24 Credits.

Plant Studies I, 24 Credits.

Conservation Ecology I, 18 Credits.

Resource Management I, 18 Credits.

Compulsory Modules, Level 6, 240 Credits:

Animal Studies II, 24 Credits.

Plant Studies I1, 24 Credits.

Conservation Ecology II, 18 Credits.

Resource Management II, 18 Credits.

Earth Science I, 18 Credits.

Conservation Communication I, 18 Credits.

Work Integrated Learning I, 120 Credits.

EXIT LEVEL OUTCOMES

1. Manage protected areas and biodiversity by demonstrating detailed knowledge of the main areas of Nature Conservation, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories relevant to the field of Nature Conservation to unfamiliar but relevant contexts; and knowledge of Nature Conservation and how that knowledge relates to other fields or practices.
2. Evaluate, select and apply ecological monitoring techniques at local reserves and national parks in processes of investigation or application within a defined context.
3. Plan projects, perform administrative duties related to the field of nature conservation, in addition to operational activities related to biodiversity conservation in order to demonstrate essential leadership and entrepreneurial skills.
4. Produce and communicate complex information reliably and coherently using appropriate academic and professional conventions, formats, and technologies, relevant to the field of nature conservation.
5. Identify, evaluate and solve defined, routine, and new problems within the field of maintenance of infrastructure and equipment commensurate with current protected area operations.
6. Demonstrate an understanding of the ethical implications of decisions and actions, within an organisational or professional context, based on an awareness of the complexity of, moral dilemmas.
7. Access, process, and manage information related to the field of nature conservation to solve problems within an unfamiliar context.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate the basic biodiversity monitoring techniques which are consistent with industrial and ethical principles.

Apply the practical aspects of protected area management in the design, implementation, and evaluation of wildlife management qualifications.

Manage and monitor protected areas by applying techniques relevant to ecological principles.

Identify the risks of protecting biodiversity from injudicious and or illegal exploitation.

Administer conservation compliance in the operational environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Structure practice opportunities for maximum participation (individual, partner, small-group activities).

Integrate, interrogate, and communicate the connection between the scholarship of nature conservation and the goals of the conservation industry in the qualifications developed.

Associated Assessment Criteria for Exit Level Outcome 3:

Understand the legislative framework from the constitution to local legislation about the conservation estate, and its law enforcement function.

Articulate a philosophy that; administrative functions are essential to the qualification and, together with conservation communication, have the potential to foster self-expression, growth and development, learning, and social cohesion.

Associated Assessment Criteria for Exit Level Outcome 4:

Use Language clearly and concisely, giving and receiving feedback appropriate to the level of the companion.

Communicate instructional information in a variety of ways such as the internet, video, posters, bulletin boards, amongst others.

Associated Assessment Criteria for Exit Level Outcome 5:

Apply basic planning principles relevant to the maintenance of infrastructure and equipment commensurate with current protected area operations.

Associated Assessment Criteria for Exit Level Outcome 6:

Ethical aspects and dilemmas are managed professionally according to industry standards and ethical guidelines.

Working with people requires special consideration of actions.

Associated Assessment Criteria for Exit Level Outcome 7:

Gather information to solve problems related to nature conservation.

Problems' solutions are evidence and procedures based appropriate to the field of nature conservation.

Analyse and synthesise information and evaluate to find solutions to problems.

Integrated Assessment:
Integrated assessment is a multidisciplinary approach to the assessment of learning based on combining, interpreting, and communicating knowledge in this field of study. In this qualification, integrated assessment incorporate both formative and summative assessment strategies into the learning qualification. The design of assessment strategies underpinned by the Exit Level Outcomes and assessment criteria are in articulation with the level descriptors and the scope of practice, as well as module outcomes, design aligned with the ELO's. All the elements aligned with the purpose statement of the qualification. Integrated assessment will take place within the context of an active learning environment, in adherence to quality assurance policies, procedures, and processes and guided and supported the learning environment.

Formative assessment will thus mainly involve integrated types of assessment, used to inform learners about their progress continuously throughout the semester. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence may be recorded for promotional purposes or may for the sole purpose of student and lecturer reflection, growth, and development. Formative assessment will be used to support the learners developmentally and to provide feedback to all involved in the learning process of how teaching and learning can be improved. Formative assessment strategies include assignments, practical's and practical assessments theory tests, and any other applicable methods required within a specific teaching and learning experience.

Summative assessment takes place at the end of a learning experience. Information gathered about a student's level of competence upon completion of a unit, module, or qualification. The results are in marks in terms of the level of competence achieved, about level descriptors, specific outcomes, and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to): Portfolios of evidence and Presentations.

Work-Integrated Learning Assessment:
The learner must undertake a one-year experiential training or work-integrated learning qualification in the 3rd year of study to gain experience by working at an approved national or local game reserve. At the end of this qualification, learners must produce a management plan where compulsory components where the learning occurred, must be reported to a mentor at the institution:

Guiding at a reserve.

Ecological monitoring.

Reserve management (tourism management, game counts, veld management, water provision).

Environmental law enforcement.

Technical aspects (maintenance of equipment and vehicles, erosion structures, fire breaks).

General (attending relevant symposia, gaining professional hunter's license, code ten driver's license, first aid, and administrative duties).

INTERNATIONAL COMPARABILITY

A wide array of relevant comparable qualifications are available worldwide. A number of these qualifications were reviewed and some institutions were visited during curriculation. The comparability clearly indicates that similar qualifications are available in:

The Namibian University of Technology;

RMIT in Melbourne;

Auckland University of Technology in New Zealand;

The Texas Technology University in the USA.

All of these qualifications, although varying in detail have the following similarities:

The same size and shape;

Similar entry requirements;

The same basic knowledge mix with a mixture of social and biological aspects required for a career in Nature Conservation or Natural Resource Management.

The qualifications further provide for vertical progression towards several qualifications for the purpose of progression. The Diploma of Conservation and Land Management at RMIT exclude work integrated learning (WIL) in its knowledge mix. The Diploma in Nature Conservation includes WIL in the knowledge mix.

In Namibia, the Namibian University of Science & Technology offers a Bachelor of Natural Resource Management in Nature Conservation. Learners may be admitted to the Bachelor of Natural Resource Management in Nature Conservation if they meet the General Admission Requirements of the University and complies with the following additional requirements:

A pass in Biology or a Biology-related subject, with at least a C symbol at NSSC Ordinary Level;

Pass in Mathematics with at least an E symbol at NSSC Ordinary Level;

Pass in English with at least a D symbol at NSSC Ordinary Level.

The Namibian qualification has similar modules to this qualification such as:

Nature Conservation Ecology;

Nature Conservation Biology;

Animal Studies;

Plant Studies;

Natural Resource Management;

WIL component.

Thus it can be established that the Namibian qualification and the South African qualification have the following similarities:

Specific subjects required for access;

General entry requirements,

The duration and credits;

The WIL component.

In Australia, the RMIT University Melbourne offers a Diploma of Conservation and Land Management. The Australian qualification is a two year diploma with subjects in Botany, Invasive Species Control, Heritage, Communication, Ecology and Resource Management. There is no WIL component but the qualification acts as a feeder to several government agencies. Thus it can be established that the Australian qualification and the South African qualification have the following similarities:

Requirements for access.

School leaving requirements.

Academic component duration.

In New Zealand, the Auckland University of Technology offers a Bachelor of Science: Applied conservation. The New Zealand qualification is a 3 year qualification. The knowledge mix of social and biological modules is to empower learners to deal with the complexities of modern conservation and resource management. Thus it can be established that the New Zealand qualification and the South African qualification have the following similarities:

Requirements for access.

Duration and subject matter with differences related to regional differences with strong articulation to industry.

In the United States of America, the Texas Tech University offers a Natural Resources Management: Conservation Science. The qualification comprises Botany, Zoology, Rangeland Management, Ecology and Natural Resource Management with a wide array of electives. Thus it can be established that the American qualification and the South African qualification have the following similarities:

Requirements for access.

Subject matter.

Career articulation.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Cognate Diploma in Management, Level 6.

Vertical Articulation:

Advanced Diploma in Nature Conservation, Level 7.

MODERATION OPTIONS

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CRITERIA FOR THE REGISTRATION OF ASSESSORS

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NOTES

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LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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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.

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