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 QUALIFICATION THAT HAS PASSED THE END DATE: |
National Certificate: Environmental Assessment Practice |
SAQA QUAL ID | QUALIFICATION TITLE | |||
61831 | National Certificate: Environmental Assessment Practice | |||
ORIGINATOR | ||||
Task Team - Environmental Sciences | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
- | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Certificate | Field 10 - Physical, Mathematical, Computer and Life Sciences | Environmental Sciences | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 120 | Level 7 | Level TBA: Pre-2009 was L7 | Regular-ELOAC |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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 does not replace any other qualification and is not replaced by any other qualification. |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose:
This qualification addresses environmental assessment in a broad context. It encompasses the practice of Environmental Impact Assessment, Strategic Environmental Assessment and Sustainability Assessment, their aims, purpose and evolution. The qualification aims to: Qualifying learners will be able to: The qualification provides a basis for further learning in environmental planning, environmental management, environmental law or any related specialist fields Rationale: The South African Constitution recognizes the right of all South Africans to an environment that is not harmful to their health or well-being, as well as the State's responsibility to respect, protect, promote and fulfil environmental and socio-economic rights. The National Environmental Management Act (Act 107 of 1998) requires that environmental management serve physical, psychological, developmental, cultural and social interests equitably. It therefore requires that development must be socially, environmentally and economically sustainable. South Africa is currently concluding a National Sustainable Development Strategy and debating the sustainable future it wishes to achieve. One of the legal mechanisms available to enable sustainable development-based decision-making is the environmental authorisation requirement. The requirement for environmental impact assessment and subsequent authorisation for listed activities was established in law in 1997 and given effect in 2006 by regulations promulgated in terms of the National Environmental Management Act, Act 107 of 1998. The implementation of these regulations and amendments has identified a range of legal, institutional capacity and professional challenges in the system. One of the key challenges is to improve the quality and ethics of environmental assessment practice. In order to address issues of quality and ethics in the arena of environmental assessment, the Minister of Environmental Affairs and Tourism may appoint registration authorities. One of the requirements considered as necessary for registration to be effective, and to add value, is a broadly accepted national registered qualification for environmental assessment in terms of South Africa's National Qualifications Framework. An accepted equitable basis for the assessment of professional competencies for environmental assessment practice would be established. In so doing, an additional intention of government is to (a) address the historical inequities in access to opportunities in education and training and professional work in South Africa; (b) improve the quality of environmental assessment practice. The qualification therefore needs to be achievable and accessible to South African citizens to assist in creating a pool of Environmental Assessment Practitioners (EAPs) that is both better prepared and more representative. The range of professionals - scientists, planners, engineers, lawyers and landscape architects - who undertake environmental assessments, or have the intention of gaining certification with a registration authority would need to have academic qualifications that comply with the SAQA registration and accreditation requirements. This qualification represents a component of the learning pathway that allows individuals from a variety of disciplines to access the profession and to obtain credit for further learning. It will also promote environmental assessment as a profession. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
All competencies reflected in the learning assumed to be in place could be achieved through the recognition of prior learning. Recognition of Prior Learning: The structure of this non-unit standards-based qualification makes the Recognition of Prior Learning possible through challenging the associate Exit Level Outcomes. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above. This Recognition of Prior Learning may allow: Access to the Qualification: |
RECOGNISE PREVIOUS LEARNING? |
Y |
EXIT LEVEL OUTCOMES |
1. Demonstrate a conceptual understanding of the environment, sustainable development, environmental assessment, and integrated environmental management.
2. Demonstrate the ability to think holistically, systemically, systematically, spatially and in an integrative manner and to discern what is relevant to decision-making. 3. Identify and apply environmental assessment and management procedures and methods. 4. Review and monitor environmental assessment procedures and methods. 5. Conduct applied research in a specific context. 6. Meet specific communication requirements at all levels through environmental reporting processes and stakeholder engagement. Critical Cross-Field Outcomes: This qualification promotes, in particular, the following critical cross-field outcomes: > Gathering and assessing information for environmental assessment purposes. > Determining measures to mitigate and manage impacts. > Reviewing reports and identifying gaps. > Assessing cumulative impact and investigating alternatives. > Integrating and synthesising information from various sources for informed decision making. > Working as a member of, or leading, a project team. > Appreciating the purpose and role of environmental assessment in the decision-making process. > Applying assessment techniques. > Managing/working with inter-disciplinary project team. > Meeting deadlines. > Preparing and working within budgets. > Written and verbal communication techniques to support environmental assessment activities. > Analysis, interpretation and dissemination of information through documents, presentations and workshops. > Stakeholder engagement. > Analysing impact and preparing environmental assessment reports. > Selecting environmental assessment procedures and methods. > Predicting and assessing impacts and identifying measures to mitigate and manage impact. > Applying theoretical knowledge to environmental assessment procedures and methods. > Assessing and synthesising information from various sources. > Analysing impact and determining significance. > Considering and interpreting effects of development at a hierarchy of different scales. > Engaging with stakeholders. > Analysing and assessing social and cultural systems. > Assessing the impact of a development on the natural and built environment. > Respecting and using indigenous or traditional knowledge. |
ASSOCIATED ASSESSMENT CRITERIA |
Associated Assessment Criteria For Exit Level Outcome 1:
1.1 The concept of sustainable development is explored with regard to its origins, content, imperatives, ethical basis and implications. 1.2 An understanding of environmental management is demonstrated to provide a context for the purpose and need of environmental assessment. 1.3 An understanding of environmental assessment is demonstrated by a knowledge of its history, purpose and role in promoting sustainable development. 1.4 An understanding of the intricate linkages within and between systems and processes are demonstrated through critical review to reflect an appreciation of the principles and requirements that would facilitate sustainability within these systems. 1.5 The intricate linkages within and between systems and processes are analysed according to structure, function, performance and interdependencies. 1.6 The interdependencies of human well-being and the integrity of the natural environment are explored utilising trans-disciplinary frameworks and knowledge. 1.7 Technology and technological solutions to environmental problems are explored and utilised to contribute to sustainable development. 1.8 Environmental and planning legislation and policies are interpreted in order to reflect relevance to environmental assessment practice Associated Assessment Criteria For Exit Level Outcome 2: 2.1 Inter-relationships and linkages between the component parts of the environment are distinguished and analysed in terms of their complexities, dynamics, spatial relationships, influences on and relevance to environmental decision-making and sustainable development. 2.2 Limits of acceptable change and/or thresholds beyond which systems may fail are determined in order to avoid damage or loss. 2.3 Environmental resilience is evaluated in order to assess the ability of the environment to restore itself. 2.4 Relevant specialist studies are integrated and synthesised to inform decision making. 2.5 Information is interpreted to reflect systemic causation of impacts. 2.6 Other relevant processes are analysed to reflect their inter-relationships with and relevance to environmental assessment. Associated Assessment Criteria For Exit Level Outcome 3: 3.1 A knowledge of environmental assessment procedures and methods is demonstrated in order to determine which method to apply in a specific context. 3.2 Fundamental environmental assessment procedures and methods are integrated and applied according to specific context requirements. 3.3 The results of specialist environmental assessment procedures and methods are interrogated and synthesised in order to determine the effects of a development proposal. 3.4 Legal requirements relevant to environmental assessment are interpreted and applied in terms of their relevance to the specific proposal. 3.5 Scoping is conducted in order to identify potential environmental impacts. 3.6 Judgements are made on the desirability of development proposals based on an evaluation of their sustainability, impacts, mitigation options and the likely benefits. 3.7 A judgement is made on specialist inputs required in order to provide a scoped assessment. 3.8 The Significance of potential impacts is assessed based on a detailed qualitative and/or quantitative evaluation of all the anticipated environmental impacts of the proposal and all alternatives. > Note: Significance is determined in terms of criteria which include but are not limited to magnitude, extent, spatial distribution, social equity, intensity, duration, nature, probability, status, risks, irreplaceability, irreversibility, limits of acceptable change, efficiency of resource use, loss of natural capital, livelihood sufficiency, inter-and intra-generational equity, precautionary principle, trade-offs. 3.9 Measures are determined in order to manage impact. Associated Assessment Criteria For Exit Level Outcome 4: 4.1 The adequacy of environmental assessment reports is examined to determine whether they provide the information necessary for recommendations and decision-making. 4.2 Assessment of project risk is conducted in order to inform decision making processes. > Note: Assessment of project risk includes but is not limited to identifying, quantifying and evaluating all sources, pathways and outcomes; types of risk include but are not limited to physical, ecological, social and economic. 4.3 Assessments are reviewed for quality assurance and decision-making purposes. 4.4 Management and monitoring procedures are identified and specified to ensure adherence to the requirements as specified in the environmental assessment recommendations. Associated Assessment Criteria For Exit Level Outcome 5: 5.1 The environmental problem to be assessed is conceptualised in order to specify topics for investigation. 5.2 Key questions are formulated to guide the investigation and data gathering. 5.3 Methods and techniques are identified and selected to gather, analyse and interpret data in order to determine relevance to a specific application. 5.4 Research results are documented and communicated in simple, clear and appropriate style and language. Associated Assessment Criteria For Exit Level Outcome 6: 6.1 Specific communication requirements are identified and utilised in order to engage with stakeholders and as well as related professionals. > Note: language used is simple, clear and appropriate to audience needs. 6.2 Reports are written through the synthesis of information from various sources. 6.3 Environmental assessment reports and environmental assessment decisions are prepared and produced in accordance with legal requirements, guidelines and ethical norms. 6.4 Stakeholder engagement and public participation processes are conducted objectively and transparently in order to enable the right of stakeholders and the public to participate in the environmental assessment process within specific contexts. Integrated Assessment: |
INTERNATIONAL COMPARABILITY |
The task team consulted and took into account:
The qualification closely matches national qualifications that are offered by many universities in the European Union, particularly the United Kingdom, as well as in Australia-both of which are world leaders in the formalization of Environmental Impact Assessment qualifications. Similar qualifications were also found for the Malaysia Institute of Technology, University of the West Indies (Jamaica) and the Jawaharal Nehru Technological University in India. In SADC countries somewhat similar qualifications were found to exist in universities in Botswana, Mauritius, Uganda and Zambia. Similarities were found at lower lever or under-graduate qualifications, with entry-level content being covered. There were also similarities in terms of content covered in short courses, but which are not comparable to full qualifications at post-graduate level. In the United States of America Environmental Impact Assessment is most often offered as a modular component of Master's degrees in Science or Engineering. The only International Accord relating to training in the field is the European project to Promote European Education on Environmental Assessment. This initiative stems from the Bologna declaration of 1999 to promote European Education worldwide by establishing a European Higher Education Area by 2010. Particular attention has been devoted to the institutions mentioned above because Environmental Impact Assessment (EIA) was formally adopted through legislation in the United States of America, Western Europe and Australia in the early 1970's. These countries have the longest track record of EIA implementation and of formal training of practitioners. The World Bank also adopted EIA as a requirement for development projects that it funds, and this led to their standards and procedures being regarded as good practice and being implemented in developing countries. The International Association for Impact Assessment is the world's leading network of Impact Assessment practitioners and it has been involved in the production of Impact Assessment training manuals for the United Nations Environmental Programme and for the United Nations University. The comparability is based on content, level and credit value. Those qualifications reflecting "very close" comparability means comparability in terms of all three criteria; "close" comparability means comparability in terms of two criteria and "fair" comparability means comparability in terms of at least one criterion. Comparability was done with the qualifications below: > Country: United Kingdom. > Qual/Courses: Post graduate Certificate Environmental Science. > Post graduate Diploma Environmental Assessment. > Master of Research Environmental Science. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Very close. > Country: United Kingdom. > Qual/Course: Master Arts Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Very close. > Country: Australia. > Qual/Course: Post graduate Certificate Environmental Science. > Post graduate Diploma Environmental Management. > Master of Science Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Very close. > Country: Australia. > Qual/Course: Post graduate Certificate. > Master Environmental Assessment. > Master Environmental Assessment & Thesis. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Very close. > Country: USA. > Qual/Course: Graduate Certificate Environmental Practice. > Masters Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Close. > Country: USA. > Qual/Course: Graduate Certificate Environmental Science. > Master of Science: Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Close. > Country: Malaysia. > Qual/Course: Masters of Science Environmental Management. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Close. > Country: Jamica. > Qual/Course: Post graduate Diploma Environmental Science. > Masters of Science Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Fair. > Country: Botswana. > Qual/Course: Masters of Science Environmental Assessment. > Master of Philosophy Environmental Assessment. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Fair. > Country: Uganda. > Qual/Course: Post graduate Diploma Environmental Management. > Admission requirement: Relevant 1st degree. > Comparability between qualifications: Fair. Examples of postgraduate programmes in environmental assessment in the UK: > Qual/Course: MA Environmental Impact Assessment and Management. > Area of Specialisation: EIA, SEA, Auditing, Spatial Planning. > Qual/Course: MSc in Environmental Assessment and Management. > Area of Specialisation: Environmental Assessment, SEA, Risk Management. > Climate Change Science. > Qual/Course: MSc in Environmental Assessment and Management. > Area of Specialisation: Environmental Assessment, Ecosystem Degradation and Management + options including GIS and Modelling. > Qual/Course: MSc Managing the Environment with Environmental Impact. > Assessment pathway. > Area of Specialisation: EIA Theory and Practice, Environmental Sustainability. > Institution: University of Liverpool. > Qual/Course: MA Environmental Management and Planning. > Area of Specialisation: Environmental management, spatial planning, environmental assessment. This qualification accords with international qualifications in Environmental Impact Assessment in terms of level (post 1st degree), access from a range of undergraduate degrees and hours of student effort required to attain the qualification (Aprox 1200). Its content also accords in its need for a conceptual understanding of sustainable development and the environment, and the ability to think holistically and in an integrative manner. It also requires the ability to effectively use environmental assessment procedures and methods and to enable qualifiers to undertake applied research and to communicate effectively at a professional level. |
ARTICULATION OPTIONS |
This qualification may articulate horizontally with honours degrees in natural, physical or social sciences and the final year of professional degree programmes in planning, law, landscape architecture and engineering.
This qualification may articulate vertically with masters' programmes in disciplines related to the specialisation (e.g. environmental planning, environmental management, environmental law or related specialist fields). |
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
For an applicant to register as an assessor, the applicant needs:
|
NOTES |
This qualification has been developed utilising the current SAQA level descriptors and qualification types. The implications in the new Higher Education Framework for the level and qualification type were also considered. It is anticipated that the qualification will need adjustment should the new HE Framework be implemented. |
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. |