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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Nature Conservation

SAQA QUAL ID	QUALIFICATION TITLE
108874	Advanced Diploma in Nature Conservation
ORIGINATOR
University of Mpumalanga
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 01 - Agriculture and Nature Conservation		Nature Conservation
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-02-13	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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:
The purpose of the qualification is to prepare learners to work at the interface between conservation and communities; to contribute to the development and management of protected areas in a manner that takes full cognisance of the needs of the surrounding communities; and to ensure that decisions or recommendations made, are research-based.

After completing this qualification, learners will be able to:

Demonstrate detailed knowledge of key terms, concepts, principles, insights and issues relating to the management of protected areas and natural resources, with a particular focus on the roles of communities in Nature Conservation.

Assess, evaluate, integrate and apply such knowledge to address complex and multidisciplinary management issues in nature conservation.

Demonstrate an understanding that knowledge is contested and that community members may have an understanding of the natural world and nature conservation that is different to that of scientists, and reflect this understanding in the manner in which multiple views and perspectives are considered and integrated in addressing problems in nature conservation.

Demonstrate the ability to identify suitable methods for data collection, and to justify those methods; investigate the sources of and validated the data; and evaluate its suitability for building, sustaining and defending arguments in nature conservation.

Demonstrate an ability to deal with complex biological and socio-economic problems in familiar and unfamiliar conservation settings, identify solutions and evaluate those solutions in the light of the understanding that problem-solving is context-bound and does not happen in isolation.

Demonstrate the ability to take decisions, justify those decisions and act ethically and professionally at all times, and be accountable for one's actions.

Undertake independent research and show the ability to analyse and synthesise information with a view to making recommendations to address issues and solve problems relating to Nature Conservation.

Communicate own ideas in writing and verbally, to both lay and science/Nature Conservation audiences using logically- structured argumentation, appropriate discourse, suitable audio-visual tools and technology, as well as appropriate referencing conventions.

Manage their own learning and demonstrate the attributes of learning-driven and self-directed learners as well as autonomy.

Work in a group as a member or leader, and take full responsibility for own work and, where applicable, that of fellow-students, as well as accountability for her/his own actions and where necessary, those of fellow students.

Rationale:
The Mpumalanga Provincial Economic Review and Outlook for 2012/13 recommends that the Province builds on its comparative advantage in the area of conservation, and the Mpumalanga Provincial Growth and Development Strategy (PGDS) prioritises environmental sustainability and tourism, biodiversity and cultural heritage because the Province has a rich natural and cultural resource base. The nature conservation industry is therefore seen as a potential vehicle for upliftment given the many economic and social ills in Mpumalanga. This qualification is designed to supply the industry with skilled learners that have a deep understanding of the sustainable management of natural areas and who will support the Provincial Growth and Development Strategy, thereby developing the sector as a driver of economic activity and diversification.

The curriculum for this qualification has been developed after a benchmarking exercise and a needs analysis, including consultation with representatives of National, Provincial and Private Parks. These external stakeholders in the Province (specifically South African National Parks and the Mpumalanga Tourism and Parks Agency) have both expressed a need for such a programme as an avenue for their staff development.

Significantly, the Province of Mpumalanga is characterised by competing and often conflicting demands for land for agriculture and forestry, for conservation and tourism, for mining, and for human settlement. Indeed, the western border of the Kruger National Park, and many of the Provincial and Private Parks illustrate this, and highlight the need for a new generation of employees in nature conservation who are able to work in this contested space and understand the genuine demands from all the players.

A central concept in the Advanced Diploma is that conservation which does not include the needs and interest of the surrounding communities is unlikely to succeed, and the module on Communities and Wildlife addresses this directly. A second underlying principle is that successful conservation and sound management is built on reliable information, which is generated by ongoing research.

Thus, the ability to undertake research is crucial and this is the focus of a 30 Credit module where students will use the theoretical knowledge and skills developed in the Diploma and Advanced Diploma to address a small, original project on a nature conservation area.

The modules on protected area management and natural resource management will include critical discussion on the need to include the local communities in the planning and management processes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) is central to the notion of life-long learning and, by providing alternative access to higher education, will play a role in the redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education, or progression within a qualification.

In summary, for the Advanced Diploma in Nature Conservation, RPL may be used to gain access to the qualification where the minimum entrance requirements are not met (for example an applicant with considerable experience in the management of a conservation area) but where informal learning can be translated into perceived equivalents.

Implementation of RPL:

RPL Process Guidelines.

The assessment of RPL candidates and the decisions concerning status recognition and admission are academic tasks undertaken by discipline experts and quality assured by the faculty.

The RPL process at UMP will normally involve the following:

Prior to formal application, learners seeking RPL access to a specific programme of study will approach the Registrar's Office and will then be directed to the appropriate Head of School.

The Head of School will screen and advise the adult learner whether RPL is an option that they could pursue and what the procedure will entail.

The applicant then completes an RPL application form and pays an application fee. The form is submitted to the Registrar's Office in the normal way.

The Registrar's Office forwards the RPL application form to the relevant Dean who forwards it to the appropriate Head of School.

The Head of School will identify an appropriate assessor(s) (normally the programme leader).

The assessor(s) advise the applicant on how to gather and present the evidence required to demonstrate that they have met the stated learning outcomes and associated assessment criteria, and how the evidence needs to be presented for assessment.

The assessment of the applicant is undertaken in a fair, transparent way against explicit assessment criteria. The Head of School is responsible for ensuring that quality assurance requirements have been met.

The outcome of the RPL process, including written reports by the assessor(s) and a recommendation regarding status recognition and admission to a programme, articulation or recognition for a module, will be documented by the Head of School.

The final decision regarding the recognition of status and admission of the RPL candidate to a particular programme of study will be made by the Dean and reported to the Registrar's Office, Faculty, the Teaching and Learning Committee of Senate and Senate.

The Registrar's Office is responsible for communicating the outcome and decision to the applicant.

Appeals concerning the outcome of RPL results will be considered by the DVC (Academic) and Registrar and the decision will be final.

For the Advanced Diploma we expect to receive applications from applicants who have many years of experience in management of nature conservation areas, but who do not have the required Level 6 qualification, and here we will use RPL to consider if a place can be offered.

Entry Requirements:
The minimum entry requirements are:

A Diploma in Nature Conservation.
Or

An equivalent qualification at Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Level 7, totalling 120 Credits:

Protected Area Management, 30 Credits.

Communities and Wildlife, 30 Credits.

Natural Resource Management, 30 Credits.

Research Methodology and Project, 30 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate detailed knowledge of key terms, concepts, principles, insights and issues relating to the management of protected areas and natural resources, with a particular focus on the roles of communities in nature conservation.
2. Assess, evaluate, integrate and apply such knowledge to address complex issues in nature conservation.
3. Demonstrate an understanding that knowledge is contested and that community members may have an understanding of the natural world and nature conservation that is different to that of scientists, and reflect this understanding in the manner in which multiple views and perspectives are considered and integrated in addressing problems in nature conservation.
4. Demonstrate the ability to identify suitable methods for data collection and justify those methods, investigate the sources of and validated such data and evaluate its suitability for building, sustaining and defending arguments in nature conservation.
5. Demonstrate an ability to deal with complex biological and socio-economic problems in familiar and unfamiliar conservation settings, identify solutions and evaluate those solutions in the light of the understanding that problem-solving is context-bound and does not happen in isolation.
6. Demonstrate the ability to take decisions, justify decisions and act ethically and professionally at all times, and be accountable for one's actions.
7. Undertake independent research and show the ability to analyse, and synthesise information with a view to making recommendations to address issues and solve problems in nature conservation.
8. Communicate own ideas in writing and verbally, to both lay and science/Nature Conservation audiences using logically-structured argumentation, appropriate discourse, suitable audio-visual tools and technology.
9. Manage their own learning and demonstrate the attributes of learning-driven and self-directed learners as well as autonomy.
10. work in a group as a member or leader, and take full responsibility for own work and, where applicable, that of fellow-students, as well.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Write a research report to demonstrate a full understanding of the theories, research methodologies, methods and techniques of protected area and natural resource management, and of communities and wildlife.

Associated Assessment Criteria for Exit Level Outcome 2:

The application and integration of knowledge from protected area and natural resource management, and of communities and wildlife, in familiar and unfamiliar contexts, is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3:

The ability to manage complex problems and apply knowledge from nature conservation, including Indigenous Knowledge Systems, is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4:

Identification of appropriate methods, including statistical methods, where a range of methods are considered and the appropriate ones chosen, is demonstrated in the research report.

Associated Assessment Criteria for Exit Level Outcome 5:

The ability to manage complex problems and apply knowledge from various disciplines, including Indigenous Knowledge Systems, is demonstrated in assignments, the research report and exams.

Associated Assessment Criteria for Exit Level Outcome 6:

The ability to identify ethical issues and how best to address them is demonstrated in assignments, the research project and exams.

Associated Assessment Criteria for Exit Level Outcome 7:
An ability to undertake independent research is demonstrated in the research report. The report will demonstrate the following outcomes:

Conceptualisation - where the project question and scope are decided.

Preparation of a literature review in support of the project.

Preparation of a project plan including timeframes and budget, goals, targets and indicators.

Identification of appropriate methods, including statistical methods, where a range of methods are considered and the appropriate ones chosen.

Identification of ethical issues, where all ethical issues are considered and approval sought if necessary.

Collection, collation and analysis of data.

Interpretation and discussion of data in the context of the available information gathered in the literature review.

Formulation of recommendations.

Preparation of a research report in a format that is appropriate for nature conservation.

Associated Assessment Criteria for Exit Level Outcome 8:

Appropriate conventions and technology for the field are used to communicate complex ideas in a structured and logical manner in the oral presentations to lay and specialist audiences.

Different styles and technologies are used for different audiences.

Associated Assessment Criteria for Exit Level Outcome 9:

The ability to function independently, as a self-directed learner and to facilitate the learning of others is demonstrated throughout the year. This will be seen in numerous ways including, but not limited to, setting and meeting deadlines, assisting during group work, using staff consultation hours for assistance with their work when this is needed.

Associated Assessment Criteria for Exit Level Outcome 10:

Accountability will be demonstrated through attendance, contribution in academic discussions which demonstrates conscious and responsible preparation, through timely submission of quality tasks and assignments, through taking initiative and not only taking responsibility but seeking responsibility, though responsible management of her/his resources, including time, which will also be utilised in attending to other students' needs, and mentoring them, where and if this is necessary.

Integrated Assessment:
Assessment of student learning in the Advanced Diploma will be both formative and summative.

Assessment Methods and Instruments:
Formative Assessment:
For Formative Assessment, students will be provided with a range of assignments throughout the modules and the feedback will be used by the students to improve their learning. In this developmental approach to assessment, assessment tasks will be provided regularly and will be closely aligned with the learning outcomes of each module; comprehensive feedback is provided to help students learn, and opportunities are provided for students to demonstrate that their learning has developed or progressed.

The research methodology module will be assessed as follows:

A formal research proposal seminar (5%).

A written research proposal (10%).

A fully assessed logbook of research activities for the duration of the module (15%).

A formal research seminar at the completion of the project (10%).

A written research report structured as a scientific paper (60%).

Summative Assessment:
For the Summative Assessment, the extent to which students have achieved the outcomes of each module will be assessed using tests and assignments (one test and two assignments per module). A summative formal exam will conclude each module, with exams written in June or November.

The final mark for the Advanced Diploma is calculated as follows:

Class record: 60% of the final mark and based on the assessments written during the modules.

Exam 40% of final mark, with one exam for each module.

INTERNATIONAL COMPARABILITY

A comparison is presented with a few international universities, with emphasis on the extent to which they include a focus on communities and wildlife, or the human, wildlife interface, and on the completion of an independent research project.

The University of Kent, United Kingdom (UK) offers a 4 year Bachelor's Degree which provides comprehensive training in natural science aspects of conservation (including genetics, ecology, wildlife management and species reintroductions) together with training in the human dimensions of conservation (for example environmental economics, international biodiversity regulation, the politics of climate change and work with rural communities).The programme includes a significant lab-based and field-based component. Additionally, there is an opportunity to conduct a research project in the UK or abroad at the end of the second year. As such, there are similarities with the Advanced Diploma in that there is a focus on working with rural communities, and the inclusion of research.

The University of Florida, United States of America (USA) offers a 4-year Bachelor's level Degree in Wildlife Ecology and Conservation. In 4th year, the modules include natural resource management, wildlife issues in a changing world and Biodiversity Conservation: global perspectives, Human dimensions of natural resource management (each has a strong emphasis on communities and wildlife), Wildlife ecology and management (with some content that is similar to the protect areas management in the Advanced Diploma), an independent research project and practical experience in wildlife ecology and conservation. While students at the University of Florida have many modules to select from, those that I have mentioned above indicate a level of similarity with the curriculum of the Advanced Diploma.

The University of Guelph (Canada) offers a 4-year Bachelor's Degree in wildlife conservation. Modules include People and the Environment, Environmental Policy and Management, Habitat Management and Restoration, Conservation Biology. There is some focus on communities and wildlife in the People and the Environment module, and the curriculum does include a research component.

The Institute of Continuing Education at the University of Cambridge (UK) offers an Undergraduate Advanced Diploma in Ecological Monitoring and Conservation. The Advanced Diploma is a part-time, research-based course that focuses on developing participants' awareness and understanding of key issues in ecology and conservation.

The University of Glasgow (Scotland) offers Degree qualifications with a similar focus to the Advanced Diploma. These qualifications aim to equip learners with the knowledge needed to pursue a career in the environmental sector. Fieldwork and practical experience are at the core of these qualifications, providing learners with valuable skills to take into the workplace. Modules include Introduction to environmental science, Earth System Science, Introduction to Global environmental issues, Text and Communication, Research methods for environmental scientists, Applied ecology and conservation, Human impact on the environment, and Rural tourism and stewardship. Here there a focus on humans and wildlife and the students complete a small project.

Bangor University in Wales offers a 3-year Bachelor Degree in wildlife conservation. Modules include: Ecosystem Function and Services, Environmental Management and Conservation, Ecology and Evolution, Environmental Data and Analysis, Principles of Conservation, Research Methods and Geographic Information System (GIS), Field Course: Environmental Conflict, Conservation Practice, Wildlife Ecology and Conservation and Environmental Policy. The Environmental Conflict module deals with the Human - wildlife interface and covers material that is covered in the proposed Advanced Diploma.

Conclusion:
There are qualifications, often at Bachelor Degree level throughout the World in nature or wildlife conservation. The curricula of these qualifications typically reflect their context and as a result, many of the modules offered differ from those in the proposed Advanced Diploma in Nature Conservation. Some of the programmes reviewed do include a focus on communities and wildlife or the Human wildlife interface, and a research module and project, and share this in common with our Advanced Diploma.

ARTICULATION OPTIONS

The qualification offers the following horizontal and vertical articulation opportunities.

Horizontal Articulation:

Any cognate Advanced Diploma at Level 7.

Vertical Articulation:

Any cognate qualification at Level 8.

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.

1.	University of Mpumalanga